Childminder in Hertfordshire

Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Overall effectiveness at previous inspection Good

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The provision is outstanding

The childminder has a strong focus on helping children to develop the knowledge and skills they need for their future learning. Children are active learners. They move confidently between activities and show their enthusiasm for the experiences the childminder has planned for them. Children have a love of mathematics, so the childminder presents challenging activities. Children count to 20 and find the corresponding number. The childminder helps children to find three-dimensional shapes as they eat their snack. She shows children that the satsuma is mostly spherical. Children become involved in all challenges and experiences the childminder provides.

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The provision is outstanding

The childminder has devised an ambitious curriculum for children. The children become deeply engaged during their play and display the highest level of motivation and concentration. For example, children use a cardboard box to pretend to be caterpillar cocoons. They are critical thinkers as they quickly discover the box is too small for two of them together. Children work out the best way is to take it in turns. Children's behaviour is excellent. The childminder is an excellent role model and provides clear and gentle guidance to help children. She treats all children with kindness and respect, which children mirror in their interactions with the childminder and each other.

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need to do better?

n The childminder has planned a curriculum that supports each child to grow and develop new knowledge. She enhances their learning through skilful teaching. For example, when children look at toy fish on the light table, she introduces meaningful conversation with them. Children tell her that all fish live in the sea. The childminder helps children to understand that all fish live in water, however this can be in the sea or rivers. n Children join in with interactive storytelling. They pick a favourite book, and the childminder brings the story to life. Children fill in the gaps with familiar words. They link the props to the story as they listen and pretend to feed the caterpillar in the book. This helps children to develop a deep love of reading that supports their early literacy skills. n The childminder has a deep understanding of how children learn. She plans her daily routines and environment to give children the time they need to practise

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need to do better?

new skills over again and revisit their previous learning. This helps children to retrieve the knowledge and skills they have learned. For example, children use previous knowledge of releasing butterflies to help them describe the life cycle of a caterpillar. n Children are involved in the daily plans. The childminder builds flexibility into the daily routine to accommodate children's needs and wishes. Children learn that

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need to do better?

7 August 2024 their views and requests have value, which supports their self-esteem and confidence. n Children are articulate communicators. The childminder uses a range of effective strategies to support children's communication and language development. She has lively conversations with children, speaking clearly and using chosen vocabulary. The childminder incorporates new words, such as 'pigment' while the children explore coloured paints. n The childminder has a strong focus on preparing children for school and their futures. She consistently promotes independence. Children show much perseverance and resilience as they attempt to put on their shoes. They beam at the childminder, saying, 'I did it', with immense pride. The childminder continuously involves children in decision-making. Children have choices about what they would like to do next and what they would like to eat. They learn to manage their play and self-care needs while developing confidence in their own

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need to do better?

abilities. n Parents hold the childminder in high esteem. They comment on how delighted they are with the care she provides. Their children look forward to coming and are flourishing with the childminder. Parents feel well informed about their children's achievements. n The childminder builds on her own professional development. She completes training aimed at having the biggest impact on the children in her care. For example, she has recently completed a course focused on children's emotional well-being. This has equipped her with a greater understanding of how to adapt her settling-in procedure.

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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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Setting details

Unique reference number EY349312 Local authority Hertfordshire Inspection number 10344360 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 2 Date of previous inspection 13 September 2018

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Information about this early years setting

The childminder registered in 2007 and lives in St Albans, Hertfordshire. She operates all year round, from 8am to 6pm, Tuesday to Thursday, except for bank holidays and family holidays. The childminder holds an appropriate 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 and the inspector discussed how the curriculum is organised. n The inspector observed the quality of teaching and assessed the impact this has on children's learning. n Children spoke to the inspector about the activities they were doing. n The inspector and the childminder evaluated an activity together. n The inspector looked at relevant documentation. n Several parents shared written feedback. The inspector took account of their views.

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Inspection activities

7 August 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

7 August 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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