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

p.1

The provision is good

Children are happy and settled in the busy home. They build strong bonds with the childminder and her assistant. Children appear confident, and they invite others to join in with their play. For instance, children work together to build structures with the new magnetic shapes. They cooperate, holding pieces so others can be joined on. The children are delighted with the house that they build for the animals. The childminder and her assistant provide children with clear boundaries. They explain the expectations of how to behave and the reasons why these are important. This helps the children to understand what is expected of them and, as a result, children's behaviour is good.

p.2

The provision is good

The childminder and her assistant provide children with reassurance and support. This helps children to feel secure and ready to try experiences that are challenging. For example, when playing in the garden, the childminder helps children to construct the wooden balance beams for an obstacle course. This is quite tricky, but they work together and persevere. As children prepare to walk along the beams, some ask for a steadying hand to hold as they get their balance. The childminder and her assistant encourage children to have a go and to try hard. They show children that they want them to succeed.

p.2

need to do better?

n The childminder and her assistant have a clear understanding of what they want children to learn. They focus on children becoming independent and learning key skills, such as putting on their coats and shoes. The childminder and her assistant explain the importance of children feeling confident to try new experiences, to make friends and to manage their own care needs. They have a strong focus on children being able to communicate so that they feel able to join in and contribute. n The childminder and her assistant interact with the children in a positive and responsive manner. During free play, they give children the time they need to take in information, think, ask questions and provide their thoughts. Children enjoy daily story time before snack time. The assistant engages children in the lively and active session. This helps to build children's vocabulary as they name and describe the birds on each page. The assistant uses a good pace and tone

p.2

need to do better?

that helps build the anticipation of what comes next in this favourite and familiar story. n The childminder plans craft experiences that are linked to topics that the children enjoy. The activities are well planned with the resources and equipment to hand, which allows children to get started straight away. The childminder adapts the activities, so they are appropriate for children of different ages and abilities. The activities are designed to help children to learn about seasons and

p.2

need to do better?

23 April 2024 festivals. The childminder uses books of the week to support this learning. However, some topics are brief and do not give all children the opportunity to increase their knowledge and deepen their understanding. n The childminder and her assistant know the children well. They gather information from parents before children first attend to help them understand children's routines, development and interests. This gives the childminder and her assistant a starting point for each child. They continue to observe children as they play and use what they see to decide on which skills to focus on next. For example, the youngest children are beginning to find their feet, so the childminder ensures that they have opportunities to walk or stand while holding onto furniture as they gain the confidence to begin taking steps. n The childminder communicates with parents, using appropriate social media group chats as well as talking to parents when they bring or collect their

p.2

need to do better?

children. She provides parents with photos, children's craft projects, information about their daily experiences and the progress they are making. Parents value the care their children receive, the many craft activities they do, their children's happiness in the setting and the trust they have in the childminder and her assistant. n The childminder and her assistant participate in relevant training and use what they learn to help improve the provision for children. For example, a webinar on 'Less is More,' resulted in them making changes to the organisation of the playroom. They changed the storage of the resources to give children fewer items, making it easier for them to choose what they need. The childminder describes how this has helped children to be more independent and to be more focused on their play.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

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

p.3

should:

n review curriculum planning to ensure that children have sufficient opportunities to embed new information so that their knowledge builds over time.

p.3

Setting details

Unique reference number EY498376 Local authority Hertfordshire Inspection number 10335562 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

p.4

inspection

Total number of places 12 Number of children on roll 14 Date of previous inspection 20 June 2018

p.4

Information about this early years setting

The childminder registered in 2016 and lives in Royston, Hertfordshire. She operates all year round, from 8am to 5.30pm, Monday to Thursday, except for bank holidays and family holidays. The childminder holds a relevant qualification at level 3. She works with an assistant. The childminder provides funded early education for two-, three- and four-year-old children.

p.4

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 childminder and her assistant talked to the inspector about their curriculum and what they want their children to learn. n The inspector and the childminder observed children's play during a planned activity and evaluated the quality of education. n The inspector spoke to children at appropriate times throughout the inspection. 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 viewed written feedback from parents. This was considered as part of the overall evaluation of the setting. n The inspector looked at relevant documentation and reviewed evidence of the

p.5

Inspection activities

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

p.5

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.

p.5

Inspection activities

23 April 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

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

p.6