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 calm, homely environment. The childminder and assistant form secure bonds with the children and provide plenty of nurture and cuddles to help children feel safe and secure. The childminder and her assistant support children to understand the expectations for their behaviour. Children learn to share resources and wait their turn, and understand they have to be kind to their friends. Awards, such as magazines, are given to children to help promote positive behaviour. This helps children to behave well in the setting.

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The provision is good

The childminder and her assistant ensure that children receive a rich set of experiences both in and beyond the setting. Children enjoy trips, to the zoo, soft play and museums, where they can build on their experiences of the wider world around them. The childminder and her assistant help children to learn about a range of cultural celebrations, such as Chinese New Year and Diwali, where children develop an appreciation of diversity. Children have plenty of opportunity for outdoor learning. They enjoy playing together in the garden, creating towers with building blocks. The childminder and assistant count the pieces they have used with the children, helping children to become familiar with numbers, building on their mathematical skills.

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need to do better?

n The childminder and her assistant have clear intentions for what children need to learn in order to prepare them for the next stage of their education. For example, they focus on helping children to become confident learners, providing plenty of praise and encouragement to raise children's self-esteem. However, some activities that are provided have broad learning goals and do not always focus on children's individual targets. As a result, interactions do not always effectively support children's unique learning and development needs. n Children build on their communication and language skills as they learn to identify shapes such as 'triangles' and colours such as 'blue'. The childminder and assistant play alongside children and use effective questioning to promote conversations to help children build on their language. Stories are regularly shared throughout the day, supporting children to develop a love for books.

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need to do better?

n The childminder works effectively with her assistant, regularly discussing the children's progress in their learning and development. Their effective communication ensures that routines run smoothly. While the childminder and her assistant stay current with mandatory training, there has been a lack of recent professional development to enhance skills to help raise the quality of teaching to the highest levels. n The childminder provides a range of healthy, home-cooked food for the children. She understands her responsibilities to meet the needs of children with allergies

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need to do better?

29 July 2024 or preferences and adapts the menu accordingly. The childminder ensures that children follow effective hygiene practices, such as handwashing before preparing fresh fruit for their snack. Children learn how to use knives to prepare the fruit, helping to develop their independence even further. n Children build on their artistic creativity through play with a range of materials. They enjoy drawing, gluing and sticking activities and make marks with chalk in the garden. The childminder and assistant talk to the children about the marks they have made and what they mean to them, supporting children's self- expression. n The childminder and assistant closely monitor children with any potential developmental delays. They work closely with parents and signpost families to a range of professionals to ensure that children receive the specialist support they need. For example, children are referred to speech and language therapists to

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need to do better?

support their language and communication. This helps children make good progress from their starting points. n Parents speak highly of the childminder, praising the exceptionally warm and inviting environment she provides. The childminder works closely with families when they first start, ensuring that key information is shared. Children experience key times in the day, such as mealtimes and sleep, before they start, to help them transition smoothly. Parents are kept up to date about their children's learning and development with daily diaries and handovers.

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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 develop and plan activities more precisely to support the unique learning needs of individual children n identify further professional development and training opportunities to help raise the quality of teaching to the highest levels.

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Setting details

Unique reference number 123455 Local authority Hertfordshire Inspection number 10351848 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 12 Number of children on roll 12 Date of previous inspection 24 October 2018

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Information about this early years setting

The childminder registered in 1996 and lives in St Albans. She operates all year round from 8am to 5pm, Monday to Thursday. The childminder has four registered assistants, but only works with one at any one time. Of these, two hold an appropriate early years qualification at level 3.

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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 childminder. 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

29 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

29 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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