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 settled and have warm relationships with the childminder. They respond to her caring approach and are secure and happy in her company. The childminder has high standards and supports children well, helping them to achieve and building their self-esteem. Children concentrate for sustained lengths of time and have a strong determination to complete tasks. For example, children stack beakers to make towers. They challenge themselves further as they try to arrange the beakers in the correct order. They persevere until they have completed this task to their satisfaction.

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The provision is good

The childminder sets clear boundaries for children and helps them understand their behaviour and how to manage this. Children respond to this and are polite and caring. They happily help with tasks, such as tidying away toys between activities. Children develop good physical skills. For example, they concentrate as they throw and catch a ball. They develop control and coordination of their smaller hand muscles as they select small toy animals and carefully balance these on a boat. The childminder supports children in assessing risks and understanding how to keep themselves safe. For instance, children assess the large equipment at the park, deciding how far they are able to safely climb.

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need to do better?

n The experienced childminder remains committed to providing the best care she can. She continuously reviews her practice and ensures that the toys and resources reflect children's needs and interests. The childminder carries out her own research and meets professionally with other childminders to exchange information. This supports her in continuing to develop her practice and keeping up to date with any regulatory changes. n The childminder uses her knowledge and experience to aid her in reviewing children's progress and checking that no child falls behind in their learning. She knows the children well, helping her to understand how they like to play and learn and what they need to learn next. She offers children an interesting selection of play opportunities that support them in taking the next developmental steps and in making good progress from their starting points. n The childminder appreciates the importance of the part she plays in supporting

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need to do better?

children to develop their language and communication skills. She talks clearly with them, involves them in discussions and provides interesting resources for children to talk about. For instance, children playing with a role-play school become engrossed as they discuss the toy characters. They set up the toy slide and the childminder encourages them to compare this with the one they use at the park. n Children have practical opportunities to recognise differences and appreciate

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need to do better?

18 July 2024 diversity. They use local facilities, such as parks, walks and children's groups, helping them to understand and feel part of their community. They regularly visit older people, aiding children in sharing experiences and understanding the needs of others. n Children are developing an enjoyment of books and reading. The childminder provides books that link to children's current interests, encouraging their engagement. She also supports children in understanding that text is all around us. For example, children look at labels on food containers. n Parents praise the childminder and report that their children make good progress in her care and are well prepared for starting nursery and school. The childminder communicates well with parents. She provides details about the activities children have enjoyed, enabling parents to build on these at home. n Children enjoy their interactions with the childminder and talk with her about

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need to do better?

their play. However, the childminder does not consistently encourage children to express their ideas and creativity and to think critically about problems they encounter as they play. n Children gain some understanding about the relevance of healthy practices. For example, they talk with the childminder about the importance of a balanced diet. However, the childminder does not consistently make the best use of opportunities to promote children's understanding of this area to the optimum.

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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 extend the opportunities that support children in thinking about the problems they encounter and expressing their ideas, creativity and solutions n extend the support to children in understanding the relevance of healthy lifestyle practices.

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Setting details

Unique reference number 129611 Local authority Hertfordshire Inspection number 10351861 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 25 October 2018

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Information about this early years setting

The childminder registered in 1996 and lives in Hemel Hempstead. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education places 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 provision. n The childminder showed the inspector the premises and discussed how they ensure these are safe and suitable. n The inspector observed activities indoors and outside and assessed the impact these have on children's learning. She talked with the childminder about how the early years provision is organised. n The childminder and inspector reviewed an activity. n The inspector viewed relevant documentation, including the safeguarding procedures. n The inspector talked with children at appropriate times throughout the inspection. She also reviewed written feedback from parents and considered their views.

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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

18 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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