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 in this 'home-from-home' setting. The childminder prioritises child-led learning, giving children the autonomy to guide their own learning experiences. Children freely choose from a wide range of activities and resources that are based around their interests and learning needs. They become deeply engaged as they use their imagination, creating houses from magnetic blocks and role play with dolls. The childminder provides a range of rich experiences to help children build on their understanding of the world. They learn how to care for ponies, helping to prepare their feed and clean their stables, and nature walks and bus trips to the library help children to connect with their local community.

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The provision is good

Children are very well behaved in the setting. They are polite and respectful and listen to instructions well. The childminder supports children to look after their environment, encouraging them to tidy away toys once they have finished playing with them. She provides appropriate boundaries for children to follow, which helps them to feel safe and secure. The childminder nurtures children's self-esteem. She encourages children to show pictures they have created that are displayed, providing plenty of positive praise for their achievements. Children's home cultures are recognised through celebrations, such as Diwali, giving them a sense of belonging.

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need to do better?

n The childminder provides an ambitious curriculum that supports children's learning and development. She knows the children extremely well and identifies what they need to learn next, planning a range of experiences accordingly. For example, children build on their mathematical skills, learning to count from one to five, as they play with dinosaur puppets on their fingers. Children make good progress, building on the skills they need to move to the next stage of their education. n The childminder ensures that children are safe to explore, carrying out risk assessments in the setting and on trips out. The childminder helps children to understand risks in the environment, and how to keep themselves safe. For example, when visiting stables, the childminder reminds children not to walk around the back of horses and teaches children about road safety when walking to school. n Children are eager to join the childminder in their play. The childminder plays

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need to do better?

alongside children and narrates their play, helping to build on their communication and language. She asks plenty of questions to check their knowledge. For example, she asks children what colours they can see as they play with wooden fruit. However, does not always allow enough time for children

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need to do better?

5 July 2024 to process and respond to some questions. n The childminder supports children to lead healthy lifestyles. She teaches children about the importance of oral health, encouraging children to brush their teeth every day and talks about visiting the dentist. Children learn to follow good hygiene routines such as washing their hands before eating. They are provided with a range of healthy foods to eat, including fresh fruit. n The childminder closely monitors all children's progress so that she can act swiftly to reduce any differences in their learning. She works closely with parents and signposts them to a range of external professionals that can provide further support. However, the childminder has not yet established relationships with other early years settings that some children attend in order to share information about the learning needs of children. n Parent partnerships are well established. The childminder ensures that parents

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need to do better?

are kept up to date with their child's learning and development and shares next steps for parents to continue their child's learning at home. The childminder hosts coffee mornings, providing opportunity for parents to network with each other, building a positive community within the setting. n The childminder continually updates her knowledge through a variety of training, including attending a recent professional development programme, which has enabled her to build on her quality of practice, and enhance children's understanding of mathematics. The childminder values parent feedback, conducting annual questionnaires to improve her services, which helps to ensure that children have the best possible outcomes.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n allow more time for children to process and respond to questions asked n liaise more promptly with other settings that children attend, to ensure that information can be shared to provide a consistent approach to their learning and development.

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Setting details

Unique reference number EY292375 Local authority Hertfordshire Inspection number 10344324 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 7 Date of previous inspection 5 September 2018

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Information about this early years setting

The childminder registered in 2003 and lives in Borehamwood in Hertfordshire. She operates all year round from 9am to 5pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate early years qualification at level 3. She 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 that into account in their evaluation of the setting. n The childminder joined the inspector on a learning walk. She talked to the inspector about the curriculum. n The inspector observed the quality of education being provided, indoors and outdoors. She discussed children's progress with the childminder. n The childminder and inspector carried out a joint observation. n The inspector looked at relevant documentation. This included evidence of the childminder's suitability, training record and safeguarding documents. n The inspector took account of written feedback provided by parents.

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Inspection activities

5 July 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

5 July 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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