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 settled in the childminder's home. They are welcoming to visitors and show that the reassuring presence of the childminder helps to give them the confidence to chat and play. The childminder offers the children the opportunity to choose their play. She supports them as they play together, with guidance and practical demonstrations. Children enjoy solving problems. They have fun with the childminder working out how to reach an object that has fallen under a storage unit. They are delighted as they use the long-handled duster to retrieve the small timer.

p.2

The provision is good

Children know how to behave well. They understand the boundaries that the childminder establishes and shares with them. The childminder's calm and consistent approach helps children to recognise what is expected of them and to mostly follow the rules. Children are polite; they say 'please' and 'thank you' spontaneously or sometimes with the occasional gentle reminder. This helps children to learn how to get along with others. Children learn and use important information. For example, they learn how to walk and cross the road safely when out with the childminder.

p.2

need to do better?

n The childminder understands what children need to know and be able to do by the time they start school. She uses her knowledge of how children learn and how she can teach them key skills well. The childminder ensures that all children develop skills and learn more over time. She provides the time and opportunities for each child to practise so they become confident and more able. n The childminder puts a focus on children's personal, social and emotional development. She gives them the tools they need to express their feelings. Her calm manner helps children to regulate their behaviour, quickly calming themselves after feeling frustrated or upset. The childminder is on hand, providing the cuddles, comfort and reassurance whenever children need them. n The childminder knows the children well. She works closely with parents to understand children's needs. The childminder identifies gaps in children's

p.2

need to do better?

learning and devises strategies to help children gain the skills they need. She shares these strategies with parents and discusses them with other settings that children attend, to try to achieve as much consistency as possible in the support for children. The childminder receives positive feedback from parents, particularly for her support in helping children to develop good manners. n Children have a wide vocabulary. Older children speak confidently, using the words they know and the new words they hear as part of their play and in conversation. Younger children show that they know more than they can say as they follow instructions and answer simple questions with a single word, nod or

p.2

need to do better?

21 May 2024 shake of the head. However, the childminder does not always encourage children to expand on their answers to questions to help them show all that they know and to encourage deeper thinking. n The childminder uses storytelling to support children to gain a love of books and to build their concentration. Children eagerly select books for the childminder to read. They respond to the questions, showing that they can identify items in the pictures and name the colours of objects. The childminder does not always encourage children to explain all of what they see or use their own knowledge to tell stories for themselves. n Children have good mathematical skills; they learn to count, knowing the names of the numbers and using their fingers to count in sequence. Children understand positional language and can identify and compare objects by size. They are enthralled by the small sand timers, watching intently as the sand runs

p.2

need to do better?

through from top to bottom. n The childminder is organised and has the necessary documentation to ensure that she has the information she needs to ensure the safe care of children. She keeps up to date with essential training, but has not focused on building her knowledge of teaching and children's learning in more recent years.

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 find ways to encourage children to be more expansive in their answers to questions and share more of what they know n focus professional development on teaching and children's learning to build knowledge and raise the quality of provision for children.

p.3

Setting details

Unique reference number 123769 Local authority Hertfordshire Inspection number 10335592 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 6 Date of previous inspection 21 June 2018

p.4

Information about this early years setting

The childminder registered in 1997 and lives in Bishops Stortford. She operates during term time only from 8am until 5pm, Monday to Friday.

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 the inspector discussed how the early years provision and the curriculum are organised. n The inspector and the childminder observed children's play and evaluated the quality of education. n The inspector spoke to children at appropriate times throughout the inspection. n The inspector took into account the feedback from parents provided by the childminder.

p.4

Inspection activities

21 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.

p.4

Inspection activities

21 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.

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