Childminder in Hertfordshire

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

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The provision is good

Children demonstrate they feel happy and secure in the childminder's care. They are highly sociable and cheerfully introduce themselves to visitors. Children move around the childminder's home with confidence, showing a strong sense of belonging. They choose from the wide variety of activities and resources available to them. The childminder implements her curriculum very well, basing this on each child's development needs. This results in children being constantly challenged and they relish the new learning opportunities she provides.

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The provision is good

Children enjoy sharing books with the childminder. They listen to stories with keen interest. Children eagerly point to pictures, ask questions and talk about what they see. The childminder talks to children about their forthcoming visit to the library. Children look forward to choosing other books they are interested in. Children are constantly busy and active. The older children support younger ones to learn, such as by showing them how to sort by colour. The younger children thrive on the praise they receive from their older peers. Children play together extremely well; they listen to the childminder and their behaviour is very good.

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need to do better?

n The childminder spends time with both children and parents when they start at her setting. This helps her to find out what early experiences children have had and what they can already do. The childminder uses this information to build a curriculum that supports each child to develop strong knowledge and skills. n Children are developing strong communication and language skills. The childminder is aware of children who need additional support with their speech development. She talks to children as they play, using clear, simple language. She sensitively repeats words back to children, so they hear the correct pronunciation. These successful strategies give children confidence to talk and engage in effective conversations with each other and with adults. n The childminder interacts with children as they engage in activities. This enables her to build on the learning she sees taking place. The childminder talks about

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need to do better?

shape, colour and size as children sort, categorise and draw pictures. However, at times she over questions the younger children, such as expecting them to know the names of colours. n Parents speak positively about the childminder. They say their children are very happy to attend her setting and are learning well. Parents appreciate the many different experiences their children have and feel they are safe in the childminder's care. n Children are successfully learning how to use tools. They use scissors to cut up paper and are delighted with their achievements. Young children hold pens correctly and enjoy making marks on paper. They display strong hand-eye

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need to do better?

10 January 2024 coordination as they carefully replace the caps on the pens. Older children are learning how to write their names and show an interest in letters and numbers. However, at times, the childminder places too much emphasis on the names of letters rather than the sounds. Consequently, children are not prepared as well as they could be for reading and writing at school. n The childminder helps children to learn how to keep themselves safe. She talks to them about the importance of tidying away toys to prevent tripping hazards. The childminder makes tidying up fun, such as by showing children how to use bowls as scoops to gather up toys. The childminder has strong policies and procedures, relating to safeguarding and health and safety, in place. She successfully implements these into her practice to help her keep children safe. n The childminder undertakes training such as through online webinars and

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need to do better?

training videos. She tailors her professional development to strengthen her skills in meeting children's needs. This impacts positively on children's learning outcomes.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n adopt a more modelling approach to teaching for the younger children, rather than asking them direct questions n place more emphasis on letter sounds rather than names to promote children's early literacy skills more effectively.

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Setting details

Unique reference number EY357931 Local authority Hertfordshire Inspection number 10308223 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 3 Date of previous inspection 13 March 2018

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Information about this early years setting

The childminder registered in 2007 and lives in South Oxhey, Watford. She operates from 7.30am until 5.30pm from Monday to Friday all year round, except for bank holidays and family holidays.

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Inspection activities

n This was the first routine inspection the childminder received since the COVID- 19 pandemic began. The inspector discussed the impact of the pandemic with her and has taken that into account in her evaluations. n The inspector and the childminder looked at the areas of her home that she uses with children and discussed how she plans her curriculum and operates her practice. n The inspector observed the childminder joining in activities with children and discussed the learning that was taking place with her. n A sample of policies and procedures was looked at by the inspector. These included documents relating to the suitability of household members, safeguarding and complaints. n The inspector took into account the views of parents and discussed the childminder's reflections of her practice with her.

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Inspection activities

10 January 2024 We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

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Inspection activities

10 January 2024 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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