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. The childminder forms loving relationships with each child. Children share experiences from home and show a sense of belonging in the childminder's care. The children enjoy their time with the childminder, laughing and having fun. The childminder's consistent support and encouragement helps children to grow in confidence. Children feel safe and secure as they show the inspector around their setting, pointing out their favourite toys.

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The provision is good

The childminder sets high standards for behaviour and teaches children the value of good manners. For example, children sit at the table for meals and say please and thank you. Children show kindness to each other. The childminder gives regular reminders to 'take turns' and explains why this is important. Children's behaviour is good and appropriate for their age. The childminder's approach to behaviour helps children develop social skills and understand expectations.

p.2

The provision is good

The childminder supports children in becoming independent. Children make choices, assist with tidying, and independently attempt tasks. The childminder is patient and adjusts support based on individual needs. For some children, she provides reminders, while for others, she uses hand-on-hand demonstrations. The childminder encourages children to try new things and celebrates their achievements, helping them build self-esteem and resilience.

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need to do better?

n The childminder follows an ambitious curriculum that supports children in gaining the skills needed for future success. She focuses on building confidence, independence and social skills. The childminder plans next steps for each child with these curriculum goals in mind. She uses repetition and extends ideas to deepen children's understanding. The carefully sequenced curriculum builds on what children already know, ensuring they progress in their learning. n Children benefit from a broad learning environment. The childminder promotes physical skills through both planned activities and daily routines. Young children skilfully use cutlery at lunchtime and enjoy playing games with tweezers and pom-poms. These activities help develop fine motor skills essential for self-help and early writing. Mathematics is naturally woven into play as the childminder consistently talks to children about numbers, sizes, and shapes. She encourages

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need to do better?

them to count, enhancing their mathematical understanding. n Children show motivation to learn during their play. The childminder plans fun activities based on children's interests that help develop their skills or knowledge. Young children enjoy water play. They extend their activity by exploring which items float or sink. Children develop a 'can-do' attitude as they try new things. The childminder models making mistakes, teaching children to

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need to do better?

17 May 2024 try again. n Outdoor activities play a significant role in the children's routine, contributing to their physical health while promoting a love for nature. Games, such as 'I spy' and nature hunts, encourage children to observe their surroundings. They learn about the world around them during visits to the farm. They learn about road safety on local walks, which helps children learn how to keep themselves safe. n Healthy eating is a priority for the childminder. She promotes a balanced diet through snacks and meals. The childminder introduces children to various fruits and vegetables. She encourages them to try new foods and learn how to prepare different meals. This enhances their nutritional intake and creates a positive attitude towards healthy eating. n Generally, children make good progress in their language development. The childminder uses regular stories and songs to introduce new vocabulary.

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need to do better?

However, sometimes, the childminder uses questions that only require a simple one word answer when speaking with children. This does not help children consistently use their developing vocabulary and language skills. n Parents speak highly of the childminder, describing her as 'a diamond'. They value regular communication, which keeps them informed about their children's learning and experiences. The strong relationships between the childminder and parents ensure an open, trusting partnership that meets children's needs. n The childminder sets high standards for the care and education she provides. She is passionate about her role and actively seeks to enhance her understanding of child development. For example, she recently enrolled in a 'Special Educational Needs Coordinator' level 3 course. This commitment to professional development helps the childminder stay updated with best practices and has a positive impact on outcomes for children.

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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 enhance teaching to provide children with more opportunities to develop their vocabulary further.

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Setting details

Unique reference number EY501489 Local authority Hertfordshire Inspection number 10335309 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 11 Date of previous inspection 11 June 2018

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Information about this early years setting

The childminder registered in 2016 and lives in Letchworth, Hertfordshire. She operates all year round from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. She holds an appropriate childcare qualification at level 3. The childminder 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 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 provider. n The childminder showed the inspector the premises and discussed how they ensure they are safe and suitable. 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 Children communicated with the inspector during the inspection. n The inspector observed the interactions between the childminder and children. n The childminder and inspector discussed how the curriculum has been implemented and the impact that this has on children's learning. n Parents shared their views of the setting with the inspector.

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Inspection activities

17 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

17 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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