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 welcoming, nurturing environment for the children and is attentive to their individual needs. She successfully provides children with the skills they need in readiness for the next stage of their development, including transitions to nursery and school. For example, children learn to independently put on their outdoor clothing, develop positive relationships with their peers, and listen and follow the childminder's instructions well. The childminder provides activities which support children's hand-to-eye and coordination skills. She demonstrates how to use plastic tweezers to pick up dried cereals, which successfully motivates the children to have a go themselves. Older children demonstrate further perseverance as they carefully thread cereals onto colourful pipe cleaners.

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The provision is good

The childminder actively joins in the children's play and successfully uses these opportunities to build on the children's ideas and development. Children confidently count the slices of their pretend cake. They pretend to pour a drink, which they eagerly serve to the childminder. The childminder supports children to learn about aspects of nature and to develop an appreciation of growth and change. Children view the developing caterpillars as they learn about the life cycle of a butterfly. They are introduced to new vocabulary, such as 'chrysalis' and 'cocoon'. Children are encouraged to 'wriggle' their bodies along the floor like a caterpillar, to curl up and pretend to become a cocoon before hatching into a butterfly.

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need to do better?

n The enthusiastic childminder provides a home-from-home environment. She supports all children to thrive, build confidence and make progress in their learning and development. Additionally, the childminder actively supports the children to stay safe. Children confidently discuss how to safely cross the road. The childminder develops strong attachments to the children, which supports their emotional development effectively. Children demonstrate that they feel safe and secure. They behave well. n The childminder actively supports the work of her assistant. She has carried out the required checks to ensure her assistant's suitability and has discussed her role and responsibilities with her. The childminder and her assistant demonstrate a positive working relationship. They readily reflect on their practice, sharing ideas together to enhance the provision and the activities provided for the children. n The childminder speaks confidently about each child's achievements and

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need to do better?

structures her curriculum to build on what they know and can already do. She carries out ongoing observations of the children to monitor their progress and well-being. This successfully supports her to understand each child's individual personality and further development needs. However, in the childminder's

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need to do better?

25 March 2024 enthusiasm, she does not always give children enough time to think, problem- solve and respond to the questions asked. n Children relish being physically active in the childminder's garden. For example, they develop core skills as they confidently manoeuvre wheeled toys, such as balance bicycles. They learn to climb the steps of the slide and express their enjoyment as they slide down. However, the childminder does not regularly provide a wider range of learning opportunities to further support some children who prefer to play and learn outside. n The childminder obtains a range of information about children's dietary requirements, preferences and food allergies at the start of their placement. Children thoroughly enjoy freshly cooked meals and are supervised when they eat. Mealtimes are a social occasion. Children sit at the table with their peers, use cutlery correctly and demonstrate good table manners.

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need to do better?

n The childminder places high priority on developing the children's communication and language skills. She regularly shares storybooks with the children, successfully alternating the tone and speed of her voice as she reads. This captivates the children's interest and enjoyment. The childminder asks the children questions about the illustrations and to anticipate what comes next in the story. Children respond enthusiastically. They 'roar' like a dinosaur, and older children correctly recognise that one of the dinosaurs is a triceratops. This leads to the childminder talking about meat-eating dinosaurs and explaining to the children that this animal is a called a 'carnivore'. n The childminder spends time talking to parents and getting to know children's care needs and stage of development before they attend. This helps to ease the transition from home to the childminder's care. The childminder regularly shares

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need to do better?

information regarding the children's care and development. Parents speak very highly of the service the childminder provides. They say that the childminder provides a wide and enjoyable range of activities and that she teaches children politeness, manners and independence.

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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 allow children enough time to think, problem-solve and respond to questions asked as they play n enhance the use of outdoor activities to offer children who prefer to learn outside further play and learning opportunities.

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Setting details

Unique reference number EY493414 Local authority Hertfordshire Inspection number 10337769 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 26 Date of previous inspection 19 February 2019

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Information about this early years setting

The childminder registered in 2015 and lives in Buntingford. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. She provides funded early years education for two-, three- and four-year-old children. The childminder works with an assistant.

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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 setting. n The childminder showed the inspector the areas of her home that children access. They discussed how the childminder organises her setting and plans the curriculum and experiences for children. n The inspector observed children taking part in activities with the childminder and her assistant and assessed the impact on their learning. n The inspector talked to the childminder and her assistant at appropriate times during the inspection, and children communicated with the inspector during the inspection. n The childminder provided the inspector with a sample of key documentation on request. n The inspector took account of the views of parents from written feedback provided at the inspection.

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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

25 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

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