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 is passionate about her work and creates a homely environment for children. Children regularly seek the childminder out for comfort. They enjoy the close connection with her. This demonstrates that they feel safe and secure. The childminder designs her setting to support the individual needs of each child. Children have opportunities to learn and develop from the moment they enter the setting. Children arrive at the setting happy and eager to find out what there is to play and explore.

p.2

The provision is good

The childminder encourages children to be independent. When they arrive at the setting, they take their shoes off independently and know where to place their items. At other times, they wash their hands independently. The childminder creates a family tree photo wall so children can see familiar images and can talk with the childminder about their families. The childminder hangs children's artwork up in her setting, supporting children to be proud of their creations.

p.2

The provision is good

The childminder puts rules and expectations in place that children understand and can follow with ease. As a result, children's behaviour is exemplary. Children are kind to each other. They play together well. Where children have disputes, the childminder is quick to intervene and sensitively supports children to share.

p.2

need to do better?

n The childminder and her co-childminders create a language-rich environment. The childminder talks to the children all the time. She narrates their play and exposes them to a wide range of vocabulary. The childminder asks children questions. She allows them time to answer and offers answer choices when needed. For those children who are beginning to talk, her assistants repeat words back to them. This supports correct pronunciation and expands children's knowledge. As a result, all children make good progress in their language development. n The childminder gathers a wealth of information from parents before the children start at the setting. She asks parents what the children already know and can do. The childminder uses this information to create next steps for children. The childminder shares any development information with her assistants. This ensures consistency for children. n The childminder promotes children's good health and follows good hygiene

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need to do better?

practice. Children develop an awareness of hygiene routines from an early age. For example, they learn to wash their hands before mealtimes. The childminder provides children with a wide range of healthy meals and snacks. She provides parents with information on creating healthy meals. n Children learn about the world around them through first-hand experiences

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need to do better?

20 June 2024 within the local area. For example, at harvest time, the children become interested in tractors. The childminder takes the children into the local barley fields to explore the crops. Later returning to watch the tractors cut the crops. This brings the learning to life. n The childminder creates activities for the children based on their interests and next steps. The childminder discusses children's development regularly with assistants. This ensures consistency for children to progress in all areas of their learning. In the garden, children enjoy exploring a sensory tray. They fill and empty containers with oats, using spoons and scoops. Staff are knowledgeable of their children. However, at times, some questions and ideas are too challenging for children and they occasionally lose interest. n Parents are very happy with the education and care their children receive at the setting. They talk of the love their children have for the childminder and her

p.2

need to do better?

assistants. They explain they are happy on arrival. Parents appreciate the level of communication the childminder provides. This allows them to feel part of their child's day. n The childminder attends training, and her assistants have access to a wide range of training opportunities. The childminder and assistants share new-found knowledge with each other. They discuss training and look at ways for them to embed their learning into practice. The childminder and her co-childminders talk regularly. However, the childminder has not fully explored ways to continually help her assistants to develop the skills that help children make the very best possible progress in their learning.

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 focus teaching more precisely on providing the right level of challenge for children so they remain fully engaged n build on the already good practice and seek ways to help all assistants develop their their knowledge and understanding so that all children benefit from high- quality learning experiences.

p.3

Setting details

Unique reference number 129919 Local authority Hertfordshire Inspection number 10351704 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 5 Number of children on roll 10 Date of previous inspection 9 October 2018

p.4

Information about this early years setting

The childminder registered in 1990. She lives in Watford, Hertfordshire. The childminder works with co-childminders and assistants. The childminding provision operates all year round from 8am to 6pm, Monday to Wednesday, from 8am to 5pm on Thursday and from 8am to 1.30pm on Friday, except for bank holidays and family holidays. The childminder holds an appropriate early years qualification at level 3.

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 the evaluations of the provision. n The childminder and the inspector completed a learning walk together of all the areas of the setting and discussed their curriculum and what they want children to learn. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact this was having on children's learning. n The childminder and inspector carried out a joint observation of a group activity. n The inspector looked at reviews from the parents during the inspection and took account of their views. n The inspector looked at relevant documentation and reviewed evidence of suitability of the childminder and her 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

20 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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