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 are happy and demonstrate that they feel safe. The childminder provides a secure and interesting environment that helps children to settle quickly. She is a good role model. Children behave well. They respond appropriately and show a good understanding of the boundaries. Children are very considerate of each other. When disagreements do occur, the childminder is very clear and consistent in her approach. For example, she maintains eye contact and speaks gently to the children.

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The provision is good

Children have good opportunities to develop their physical skills. The childminder plans for regular outdoor activities. She takes children to external groups, such as soft play, and they visit places of interest in the local community. This provides children with regular fresh air and exercise and helps them to learn about the wider world. The childminder plans her curriculum according to children's likes, interests and next steps. She identifies where children are in their learning when they first start and she helps them to build on this through the experiences she provides. Consequently, children make good progress.

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The provision is good

Children are happy and demonstrate that they feel safe. The childminder provides a secure and interesting environment that helps children to settle quickly. She is a good role model. Children behave well. They respond appropriately and show a good understanding of the boundaries. Children are very considerate of each other. When disagreements do occur, the childminder is very clear and consistent in her approach. For example, she maintains eye contact and speaks gently to the children.

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The provision is good

Children have good opportunities to develop their physical skills. The childminder plans for regular outdoor activities. She takes children to external groups, such as soft play, and they visit places of interest in the local community. This provides children with regular fresh air and exercise and helps them to learn about the wider world. The childminder plans her curriculum according to children's likes, interests and next steps. She identifies where children are in their learning when they first start and she helps them to build on this through the experiences she provides. Consequently, children make good progress.

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need to do better?

n Children develop good communication and language skills. The childminder provides children with time to talk, and she listens to them carefully. For example, during story time, the childminder gives children opportunities to reflect on the story and join in as they point or repeat what she says. The childminder consistently introduces new words and she helps children to hear

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need to do better?

25 January 2024 correctly pronounced words, by re-modelling those that may be unclear. n Children's personal, social and emotional development is promoted well. The childminder supports them to understand the importance of taking turns and sharing. Children demonstrate their understanding of this. For example, during activities, children tell the childminder, 'It's your turn'. The children receive consistent praise for the kindness they show. This promotes their self-esteem and confidence. n The childminder helps children to understand the importance of oral health. For example, she introduces 'teeth cleaning' activities, helping children to learn how to clean their teeth. However, the childminder does not use opportunities, such as when children cough or sneeze, to enhance their understanding of the importance of good hygiene. n The childminder knows the children well. She has a good understanding of their

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need to do better?

individual needs and dietary requirements. The childminder sits with children at mealtimes and together they talk about the food they eat. This promotes children's safety. Children develop their finer physical skills in preparation for writing when they move on to school. The childminder supports children, such as when they are threading or sorting toy dinosaurs, using child-friendly tweezers. She encourages children to try and she praises them effectively. For example, during a game of throwing and catching, the childminder supports the children to persevere. She praises them for doing so well. This raises their self- esteem and confidence. n The childminder attends a range of online training to ensure that she remains updated. She is also a member of a local childminding group, which supports her in understanding changes and identifying best practice. The childminder reviews her practice, seeks feedback from parents and evaluates the impact she has on

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need to do better?

children's progress. This demonstrates that the childminder monitors her own continuous professional development. n Children thrive in the childminder's environment. The childminder ensures that children have good opportunities to explore and have fun. For example, children engage in imaginative role play with the play kitchen and food items. They include the childminder in their play, for example, they pretend to make her tea and cook for her. However, on occasions, the childminder over directs children's play. This means that children are not always able to lead their own play or explore and solve problems for themselves. n The childminder has a good relationship with parents. She ensures that parents are aware of what children spend their time doing when they are with her. For example, the childminder regularly shares photos and updates with parents. This helps parents to talk with their children about what they have been doing and

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need to do better?

enables them to extend their learning at home.

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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 help children to develop an understanding of how suitable hygiene practices contribute towards good health n find ways to increase opportunities for children to direct and lead their own play.

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Setting details

Unique reference number 123672 Local authority Hertfordshire Inspection number 10305050 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 5 Date of previous inspection 9 February 2018

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Information about this early years setting

The childminder registered in 1997 and lives in Sawbridgeworth, Hertfordshire. She operates Monday to Thursday, from 8am to 5pm, all year round, except for family holidays and bank 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 the childminder and has taken that into account in their evaluation of the childminder. n The inspector interacted with children throughout the inspection. The inspector observed the childminder's interaction with children during adult-led activities and reviewed this with the childminder. n The inspector spoke to the childminder about her partnership with parents. n The inspector reviewed a sample of the childminder's documentation, including their first-aid arrangements.

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Inspection activities

25 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

25 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

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