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 Requires improvement

p.1

The provision is good

The childminder and her co-childminder provide a very calm, warm and home- from-home environment. Babies seek comfort and are soothed quickly by the childminder, which supports their emotional well-being. The childminder allows babies to act on their exploratory impulses as they empty boxes to see what is in them. The childminder encourages children to respond creatively as they wiggle their bodies to music and pretend to be animals. This good engagement with activities means that children behave well throughout the day. Children build confidence by making choices. This confidence helps them to express their needs and join in play with their friends.

p.2

The provision is good

The childminder provides good narration to the children's play at age-appropriate levels. She encourages children to name animals as they play with the small-world farm figures, and to make the noises of the animals. The childminder explains details about the animals to older children. For example, when children call donkeys 'horses', the childminder points out that a donkey has bigger ears. This helps children notice details and differences. The childminder helps children to repeat and embed their learning to build on what they already know and can do. As children hide items in lentils, the childminder asks them to find them with enthusiasm. She and the children cheer and smile when they are uncovered. She counts how many are found with the children, helping them to understand accurate amounts.

p.2

need to do better?

n The childminder understands the importance of key areas of learning and how to support children to achieve vital skills they will need for school and later in life. For example, she focuses sharply on independence skills. The childminder knows her key children well and sets appropriate targets for their next steps in learning. n The childminder works closely with her co-childminder and supports their professional development by talking about their practice, the children and activities daily. However, she does not make the most of other opportunities to further develop her teaching skills. n The childminder ensures that her assistants are suitable to work with children. She supervises them when they are interacting with children and makes sure they understand and implement the policies and procedures. This helps support children's welfare. n The childminder takes children out on walks and trips regularly. She uses this

p.2

need to do better?

opportunity to help children learn about the world around them. She helps children take note of the weather and names colours and flowers such as 'pink geraniums'. n The childminder and her co-childminder work with parents to support children's

p.2

need to do better?

16 May 2024 learning and care needs. Parents feel comfortable speaking to the childminder about any concerns and invite guidance about their children. There is a two-way flow of information to help achieve consistency of care for children. Additionally, the childminder understands the importance of working with other settings that children attend. n The childminder values children learning to become independent. She encourages young children to try to dress themselves before offering help. She waits patiently as children have a go and praises them for their efforts. This helps encourage children to persist at tasks and behave well. n Children are beginning to gain an awareness of what contributes to a healthy lifestyle. The childminder works with parents to provide healthy lunches and tea at the after-school club. She encourages children to go out in all weathers and enjoy fresh air and exercise. n Children settle quickly on arrival. The childminder assists children in preparing

p.2

need to do better?

for the next part of their daily routine. However, at times, she does not organise these routine times well. This means that children wait for longer than is needed and spend time drifting around rather than playing with purpose. n The childminder and her assistants plan and provide suitable activities for children at the after-school club. She ensures that the hall is safe prior to children using it by conducting daily checks. The childminder and her assistants join in with children to find characters in books and encourage them to take turns while playing a tumbling block game.

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 the organisation of routine times so that opportunities to learn occur more frequently n consider further professional development opportunities to enhance teaching knowledge and skills.

p.3

Setting details

Unique reference number EY478188 Local authority Hertfordshire Inspection number 10308988 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 14 Date of previous inspection 10 August 2023

p.4

Information about this early years setting

The childminder registered in 2014 and operates in Sawbridgeworth. She works with a co-childminder and an assistant. She operates all year round, from 7am to 6pm, Monday to Thursday, except for bank holidays and family holidays. During school term times, the childminder operates her practice from 3pm to 6pm at St Mary's Parish Hall, Sawbridgeworth.

p.4

Inspection activities

n The inspector discussed any continued 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 the children to learn. n The inspector talked to the childminder, parents and children at appropriate times during the inspection and considered their views. n The inspector observed the quality of education being provided, indoors and outdoors on a walk, and assessed the impact that this was having on children's learning. n The childminder and the inspector carried out a joint observation of an activity. n The inspector looked at relevant documentation and reviewed evidence of the suitability of household members and assistants.

p.4

Inspection activities

16 May 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

16 May 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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