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 arrive at this setting very happy and smiling with joy. They separate well from their parents and start their day with a warm cuddle from the childminder. The childminder offers children a dynamic and stimulating environment that sparks their curiosity. She provides opportunities for the children to make their own informed decisions of what they would like to access next. As a result, children are enthusiastic to become deeply engrossed in the fun and exciting activities. For example, in the garden, children are fascinated by the bubbles. The childminder demonstrates how to blow bubbles, and children are eager to have a go. They laugh and giggle loudly as they hop around to pop them. This helps build on children's confidence and self-esteem.

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The provision is good

The childminder is very caring and supportive. She wants the best for the children and has very high expectations of them. The childminder nurtures them and guides them, and children learn to behave well and follow the setting's routines and boundaries with ease. Children are very respectful and considerate towards their peers and the childminder. They form very strong and affectionate relationships with the childminder, who in turn responds to their needs promptly and with empathy. She values children's efforts and achievements and constantly offers praise and reassurance, which helps build on their emotional resilience.

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need to do better?

n The childminder is knowledgeable and experienced. She has a very kind nature and ensures that her setting is diverse and inclusive. The childminder plans a wide variety of stimulating activities, following a specific learning theme while taking into consideration children's abilities, interests and needs. n The childminder values the importance of being an incredible role model for the children. She demonstrates all activities effectively and illustrates language very well. For example, as children pick their favourite mark-making tools to decorate templates, the childminder prompts them to recognise fruits and vegetables, such as 'strawberry', 'pear' and 'cucumber'. She also engages them in discussions about the fruits and the vegetables from her garden to build on their understanding of the world. This also supports children's fine motor skills and creativity. n Children have great opportunities to be active and healthy. In the garden, they

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need to do better?

run around, avoiding obstacles and operate climbing equipment with confidence. This helps build on children's gross motor skills, balance and coordination. n Children have access to a wide selection of inspirational books to further develop their early reading skills. The childminder reads children's favourite book about a sheep. She encourages them to observe the characters and talk about what they are doing to build on their communication and language skills. Children become

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need to do better?

13 August 2024 immersed in the narratives and listen with curiosity and intent. At the end, the childminder prompts older children to recall the events in the correct sequence to consolidate their listening and attention skills. n Children have an amazing time exploring activities that support their fine motor skills. Younger children complete an inset puzzle where they have to create a human face. The childminder names the body parts in turn and encourages them to repeat these words. Older children concentrate well to use tweezers to pick up small resources to form a structure, while practising the colours and shapes. As a result, children also develop their mathematical skills and cognitive development. n The childminder has a good knowledge and understanding of children's learning and development. She completes next steps in children's learning, which she reviews regularly and shares with their parents too. However, the childminder

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need to do better?

does not always consider the planning of some activities and how they can be adapted to ensure that younger children benefit from extensive learning opportunities. n The childminder is passionate and ambitious. She is reflective and has a clear vision for her setting. She finds creative and effective ways to keep her knowledge current and to upskill to provide high-quality care and education. She has formed effective links with other childminders from the local area with whom she shares information and ideas. The childminder often organises trips and outings to local woods, parks and music clubs to enrich children's experiences and strengthen their social interactions. n Partnerships with parents are effective. They praise the childminder's flexible and caring nature, mentioning that she is very trustworthy and professional. Parents are very happy with the progress their children make in both personal

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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 adapt planning so that younger children can be fully involved in activities and benefit from extensive learning opportunities.

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Setting details

Unique reference number EY403667 Local authority Hertfordshire Inspection number 10344349 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 12 Date of previous inspection 11 September 2018

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Information about this early years setting

The childminder was registered in 2009 and lives in Watford. She operates all year round, from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder 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 provision. n The childminder showed the inspector around the provision. They discussed how the curriculum is organised and what the childminder wants children to learn. n The inspector observed the quality of teaching and education and assessed the impact this has on children's learning. n Parents provided written feedback and the inspector took account of their views. n Children spoke with the inspector about the activities they were doing. n The inspector held a meeting with the childminder. She looked at relevant documentation and reviewed evidence of suitability to work with children.

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Inspection activities

13 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

13 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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