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 enjoy playing with their friends. They all welcome the childminder to join their games and respond well to her interactions. The childminder uses these opportunities to help her assess what children already know and understand. This helps her plan for the next steps in children's learning through a varied curriculum. For example, children decide to roll balls down a slide. They ask the childminder to help them collect the balls in a bucket. Children think about the questions the childminder asks them about size and quantity. They spontaneously use language relating to mathematical concepts, helping to demonstrate what they have already learned. The childminder adapts her questions to encourage children to predict what might happen next in their game. Children laugh with delight when their predictions are correct.

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The provision is good

Children behave well. They follow simple rules set by the childminder, helping them learn to share and allowing others to take turns. Children are excited when a song about tidying up is played. They help to pack away toys and equipment before they move on to start something new. The consistent rules and routines that the childminder puts in place help children to settle and feel secure in her care.

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need to do better?

n The childminder makes the most of local attractions, such as the zoo, parks and indoor play areas to help provide memorable experiences for children. They find out about different animals, triggering conversations about different countries and environments. Children have opportunities to strengthen their muscles and coordination while they climb and run in open spaces. Trips to a small wood help to satisfy children's curiosity about minibeasts. This helps children find out about the natural world. n The childminder is keen to refresh and extend her knowledge and understanding to help her provide good-quality care and education for children. She shares ideas with other local childminders and accesses professional webinars and workshops. These help her reflect on her own practice and incorporate strategies to help support children's good progress. n When the time comes, children are well prepared for their move to school. The

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need to do better?

childminder teaches children skills to help them work out how to complete tasks independently. For example, they confidently put on and fasten their coats. The childminder regularly walks children to and past the local school. She points out classrooms used in Reception and answers children's questions they have about school. This helps children familiarise themselves with the building and gives them opportunities to talk about starting school. n Communication with parents is good. The childminder shares information about what children have been doing during their time with her, helping to keep

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need to do better?

19 June 2024 parents updated with their children's progress. When children first start in her care, the childminder ensures that she finds out about children's interests, what they can already do and the names of important people in their lives. This means the childminder gets to know children well to help them feel valued. n The childminder encourages children to make choices for themselves. They select toys and resources they would like to play with and confidently ask for other equipment that is stored in baskets and boxes. For example, children rummage in a box of stretchy and tactile characters. They squeeze the toys, describing what they feel and see what the malleable objects do. This helps children build on their understanding of cause and effect. n The childminder has a sound understanding of how children develop skills to help them learn effectively. She actively encourages them to keep trying and

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need to do better?

practise what they know. For example, children use a tape measure to see how tall they are. They mark their height on a cupboard door. Children want to write their initial by their height mark. The childminder reminds them how to form the letter they need, praising them when they successfully form recognisable letters. However, at times, the childminder does not give children sufficient time to think through consequences or give them clear explanations to help them learn how to manage age-appropriate risks for themselves. As a result, children do not consistently benefit from opportunities to accurately assess and take calculated risks.

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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 all children's interests first.

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should:

n support children to understand and manage age-appropriate risks to help them learn how to begin to keep themselves and others safe.

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Setting details

Unique reference number EY499604 Local authority Hertfordshire Inspection number 10344316 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 4 Date of previous inspection 31 August 2018

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Information about this early years setting

The childminder registered in 2015. She operates all year round, from 8.30am to 3.30pm, Monday to Thursday, except for bank holidays and family holidays. 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 childminder and has taken this into account in her evaluation of the provision. n The inspector observed activities in the house and garden. She spoke to the childminder and children at appropriate times throughout the inspection. n The childminder described her curriculum to the inspector. She explained why and how this impacts children's progress. n The inspector discussed the teaching she observed with the childminder and took this into consideration in her evaluation. n The inspector read emails and evaluation questionnaires that parents have completed. She took account of parents' views.

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Inspection activities

19 June 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

19 June 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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