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

The childminder provides a calm, welcoming and home-from-home environment. Children settle well and are happy at the setting. From the start of their care, children form strong attachments with the childminder. They seek her out when they need extra reassurance and invite her into their play. For example, children make the childminder cups of tea and take her 'yummy' food. The childminder works closely with parents to tailor daily routines to suit children's individual needs. She gathers information through regular observations and discussions with parents, to enable her to plan for children's interests and developmental stage. Children persevere with tasks such as placing tricky puzzle pieces into a puzzle board. They beam with delight as the piece of the puzzle finally falls into place. The childminder encourages and praises children's efforts and this builds their confidence and self- belief. As a result, children are motivated to learn and display good levels of

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The provision is good

The childminder fosters children's love of books. They regularly choose books from the well-stocked bookshelf and snuggle up with the childminder as she reads the stories. Younger children want to turn pages for themselves and concentrate as they carefully separate each page. Older children join in with repeated phrases and finish sentences using rhyming words. The childminder encourages conversations about what children can see in the pictures. Children name the animals and discuss times when they have seen each animal during trips out. The childminder models the correct pronunciation of words they attempt. This supports children's growing vocabulary.

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need to do better?

n The childminder has implemented a curriculum based on observations of the children. She is clear about what she wants children to learn and where she wants children's learning to go next. The childminder places a strong focus on developing children's personal, social and emotional skills. She follows their lead and extends their learning through skilful interactions. Children attend local toddler groups where they have opportunities to make friends, play and socialise with other children. n The childminder is a good role model. Children's behaviour is good. When it is tidy-up time, the children know the rules of the setting and help the childminder to tidy away. Children are aware of the childminder's expectations. When minor disagreements occur and children become frustrated, the childminder swiftly helps them to resolve the issues. However, at times, the childminder does not consistently support children to understand why they should share and take

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need to do better?

turns. n Children have various opportunities to explore the wider community and learn

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need to do better?

5 March 2024 about modern day Britain. The childminder takes children on regular outings to look at things within the local community. Children recall the morning school run and comment on the squirrels they saw up the tree. During snack times, the children look at the weather chart and compare this to the weather outside. Families from the setting share their own customs and routines. Children learn about different cultures and religious celebrations through hands on experience, such as food tasting. These opportunities help children to develop an understanding of the world in which they live. n The childminder supports children's communication and language skills well. As children play, she provides a dialogue and asks children open-ended questions to encourage two-way conservations. When children find toy aliens, the childminder comments on songs that include aliens. She sings songs and children join in,

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need to do better?

filling in gaps as the childminder pauses. The childminder responds effectively to young children's babbles. This develops their early conversational skills. However, on occasions, the childminder does not model the correct pronunciation of words, saying words such as 'duckies' and 'snackie'. This means that children do not routinely hear the accurate pronunciation for things, to enable them to develop good communication and language skills for the future. n Mathematical language is weaved into children's daily routines. The childminder consistently uses the language of number, size, colour and shape as children play. Children help to count the bears in stories, comment on the size of the birthday balloons and name the colours on the wall posters. Older children think about how to order the size of the sorting hoops, largest to smallest. Younger children develop their motor skills as they place the hoops on the stack. Children

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need to do better?

have a good understanding of mathematical concepts from an early age. n Feedback from parents state that the childminder is well loved by their children. They comment that the childminder is very responsive to their children's needs and is supportive of up and coming changes such as potty training. Parents feel well informed about their children's learning.

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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 develop strategies to help children understand the skills needed to share and take turns with their peers n consider the vocabulary used when communicating with younger children, to help them fully develop their language skills.

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Setting details

Unique reference number EY498483 Local authority Hertfordshire Inspection number 10316794 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 7 Date of previous inspection 1 May 2018

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Information about this early years setting

The childminder registered in 2016 and lives in Croxley Green, Hertfordshire. She operates all year round, from 7.30am to 6pm, from Monday to Wednesday, 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 the provider and has taken that into account in their evaluation of the provision. n The childminder and the inspector discussed how the childminder organises their early years provision including the aims and rationale for their early years foundation stage curriculum. n The inspector observed the interactions between the childminder and children during activities. n The inspector and childminder completed a joint observation of an activity to assess the quality of teaching. n The inspector took account of the views of parents.

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Inspection activities

5 March 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

5 March 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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