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 and her co-childminder provide a very calm and warm environment. Children settle quickly in the home and generally follow the routine times of the day. The childminder helps foster babies' emotional well-being as they seek comfort and are soothed quickly by her.

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The provision is good

The childminder provides activities that interest children and skilfully adapts her practice to suit the differing ages of the children. For example, younger children act on their exploratory nature as they scoop and pour lentils into pots. The childminder talks about when the pots are 'full' and 'empty'. She encourages older children to accurately count as they scoop lentils. This helps children to understand early mathematical concepts.

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The provision is good

Children have lots of opportunities to practise their independence skills. For example, the childminder shows children how to roll up their sleeves and waits patiently for them to have a try themselves. Children are adept at washing their hands and follow this routine. Children behave well and understand the cues for the next part of the day, for example getting ready to go out. However, the childminder does not always organise these transition times well. As a result, children begin wandering around and wait for longer than is necessary.

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need to do better?

n The childminder has a good focus on children's learning that helps build a foundation of skills they will need later at pre-school and school, such as personal care skills. She assesses children's learning regularly and works closely with her co-childminder to provide a cohesive approach to children's development. For example, they both know about the next steps in learning for all the children in their care. This helps ensure that the expectation for children is consistent. n The childminder uses the available training to develop her professional practice. She also talks to her co-childminder about what the children need and how to improve activities together. n Assistants are vetted to ensure that they are suitable to work with children. The childminder ensures that her assistants understand, and are able to implement, her policies and procedures. She regularly monitors their interactions with children to make sure they are continuing to support children's learning and

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need to do better?

development. This helps to support children's welfare. n The childminder helps children to learn how to keep themselves safe. Children demonstrate this knowledge on outings, as they know to look for cars before crossing the road and to wait for the 'green man' signal to light up at the crossing.

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need to do better?

16 May 2024 n The childminder and her co-childminder work with parents to support children's learning and care needs. Parents feel comfortable speaking to the childminder about any concerns and rely on her 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 Children's care needs are met well, which helps to promote children's overall well-being. Babies' nappies are changed swiftly and hygienically. The childminder gently rouses older children from sleep if it is time to leave for school pick up. The childminder works closely with parents to make sure babies' weaning is carefully managed. n The childminder understands the importance of helping children to develop strength in their hand muscles needed later for learning to write. She provides a

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need to do better?

range of opportunities for them to practise these skills. For example, the childminder encourages children to use tweezers to pick up small toys. Babies concentrate as they use their thumb and forefinger to pick up individual lentils. n Children of all ages enjoy the variety of activities at the after-school club premises. Older children use their imaginations building boats and spaceships with building bricks. Younger children enjoy making marks on boards alongside the older children, who demonstrate their caring side with them. n Communication and language skills have a good focus. For instance, when out on walks, the childminder uses a range of words to describe the weather and features of houses and listens to children holding conversations that interest them. However, she does not always use specific vocabulary to help build children's range of vocabulary.

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 ways to extend children's language skills during interactions with them when playing.

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Setting details

Unique reference number EY501374 Local authority Hertfordshire Inspection number 10335131 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 14 Date of previous inspection 5 June 2018

p.4

Information about this early years setting

The childminder registered in 2016 and lives 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. The childminder holds an appropriate early years qualification at level 3. The childminder provides funded early education for two- and three-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 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.

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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

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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