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 settled in the childminder's care. They have a strong attachment to the childminder and her assistant. Children are easily comforted when upset, soothed by the gentle words and reassuring cuddles. Children approach the adults that they know well for help and for comfort. These interactions support children to feel safe and secure. Children behave well and the childminder helps them to learn to share and take turns as they play games together. Children enjoy pretending to make tea and passing cups to adults in the room, sharing what they know about what to put in the cup. Children love the large, soft play shapes. They climb carefully, balance with their arms outstretched and wriggle across the obstacles. Children spend time at groups in the local community. The childminder explains how this helps them to develop their knowledge of the local area and the people who live and work there.

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The provision is good

The childminder knows what children need to learn by the time they leave her to start school. She plans experiences and provides play opportunities that help children to develop skills and gain knowledge over time. Children build their vocabulary as they sing familiar songs and rhymes together. The childminder's assistant uses props that help children to recognise the songs. They proudly hold the small ducks, pretending to make them swim away as they sing. Children make good progress in their development and understanding. The childminder tracks their progress and helps them to work on any areas where they need more support to gain new knowledge and skills.

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need to do better?

n The childminder plans a curriculum based on children's interests and her knowledge of experiences that work well. She uses themes that capture children's imagination and inspire their curiosity. The childminder focuses children's early learning on key areas, including physical skills, speaking and listening and developing children's social skills. This helps to ensure children have a good grounding for their further learning. n The childminder includes plenty of opportunities for children to look at and listen to stories. This helps to build their knowledge of familiar stories. Young children use the pictures in simple books to retell the stories for themselves. They like to share these books with adults, pointing out the textured pages as they recount the words. This love of books is further promoted with the childminder's lending library. Children take home books to read with their parents. This supports

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need to do better?

children to continue their learning at home. n Children enjoy time outdoors in the childminder's garden. They fill and empty containers in the mud kitchen sink that has filled with rainwater. Children push dolls in buggies along the path. The childminder and her assistant talk to

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need to do better?

31 January 2024 children as they play, encouraging them to describe what they are doing. Children use the magnifying glass to look closely at a spider's web on the fence. The childminder shows children that she is interested in what they do as she expresses amazement at what they do and say. n Children generally follow appropriate hygiene routines. The childminder reminds them of the need to wash their hands before eating their snack. The oldest children know that they need clean hands before they eat. However, this is not consistent as children do not automatically wash their hands after playing outside before they eat lunch. This shows that although children recall the reason for washing their hands, they have not embedded this knowledge and need further support for it to become part of their routine for a healthy lifestyle. n Children enjoy the experiences that the childminder plans. However, the organisation of some of these adult-led activities does not always support every

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need to do better?

child to participate from the beginning. This means they miss some of the available opportunities to learn. n Parents appreciate the support that the childminder offers to the whole family. Parents remark on the good communication from the childminder. They value the updates on their children's development and their daily experiences which help to keep parents well informed about their children's life. n The childminder and her assistant participate in training to help them keep up to date with current practice. They are committed to developing their knowledge to support their practice and build on their own skills for the benefit of the children.

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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 improve the organisation of adult-led activities to ensure that children are ready to join in from the start and can fully benefit from the enjoyable learning experience n ensure the support for children to practise good hygiene routines is consistent.

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Setting details

Unique reference number EY494403 Local authority Hertfordshire Inspection number 10308528 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 11 Date of previous inspection 8 March 2018

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Information about this early years setting

The childminder registered in 2015 and lives in Welwyn Garden City. She operates Monday to Friday, from 7.30am to 6.30pm, all year round, except for bank holidays and family holidays. The childminder works with an assistant. She provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n This was the first routine inspection the provider 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 childminder talked to the inspector about their curriculum and what they want children to learn. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector and the childminder observed children's play during a planned activity and evaluated the quality of education. n Parents shared their views about the childminder's provision with the inspector. These were considered as part of the overall evaluation. n The inspector spoke to children at appropriate times throughout the inspection. n The inspector looked at relevant documentation and reviewed evidence of the

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Inspection activities

suitability of adults living and working in the childminder's home.

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Inspection activities

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

31 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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