Childminder in Hertfordshire

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Outstanding 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 and nurturing setting. They have a strong sense of belonging as they are familiar with where they store their belongings and build secure bonds with the childminder, helping them to feel safe and secure.

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The provision is good

Children display exceptionally positive behaviour. The childminder skilfully acts as a positive role model to the children and teaches them about tolerance. She proactively supports children to manage their feelings and understand how unwanted behaviour has an impact on others. This helps children to develop resilience and show extremely positive attitudes to learning. Children show a remarkably high level of respect for their peers and they play harmoniously together. They ensure that all children are involved in their play as they make pretend cakes in the garden. They make sure that all their friends have a plate so they can share the cake, and use polite manners, such as 'please' and 'thank you'.

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The provision is good

The childminder provides the children with a rich set of learning experiences. She supports children to develop a passion for nature and outdoor learning through a wide range of stimulating activities. For example, trips to zoos, parks and nature reserves help children to build on their understanding of the world around them. They learn about growing and harvesting fruits and vegetables through visits to a nearby allotment. This fully supports children to build on the knowledge they need to succeed in life.

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need to do better?

n The childminder demonstrates a good understanding of how children learn and their developmental needs. She ensures that she understands children's needs and interests and incorporates them through a secure and embedded curriculum. Children's next steps are supported through focused teaching and learning opportunities. For example, children build on their fine motor skills as they master clips, buckles and zips on bespoke activity mats. This supports children to make good progress in their learning and development. n The childminder understands the importance of encouraging children to keep trying when they face difficulties, to help them become competent learners. For example, she focuses on supporting children's communication and language skills. She supports younger children to build on their language to help them express themselves, and introduces new words, such as 'scratchy' and 'soft', as they play with sensory resources. The childminder works closely with speech

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need to do better?

therapists to ensure that all children make good progress and become confident communicators. n Children relish the responsibility of carrying out small tasks. For example, they

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need to do better?

15 August 2024 pour their own drinks from a dispenser. Older children use the toilet independently and wash their hands before eating. Sometimes, the childminder does not always recognise when children can carry out more-complex tasks themselves to build on their increasing independence. n The childminder forms positive partnerships with parents. She ensures that regular communication is maintained, sharing daily updates and photos. Families receive a termly newsletter and catch-up meetings are held once per term to discuss their child's progress, agree on next steps and allow parents to provide feedback. The childminder encourages learning at home and sends activities home to support children's continued development. Parents are also provided with information to help prepare their children for starting school. n The childminder keeps her knowledge up to date with extensive training, and shares this knowledge with assistants to enhance their skills. For example,

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need to do better?

recent training in neuroscience in early years has helped her to better understand children's brain development. The childminder works collaboratively with her assistant and, together, they continually reflect on the environment and practice. This helps to ensure that children are receiving the good-quality care that supports their learning and development. n The childminder ensures that the environment is kept safe for children by carrying out routine risk assessments, and children are supervised closely. She is vigilant of keeping children safe in the sun, ensuring that children have sun hats and that sun cream is applied. Children learn how to keep themselves safe while on trips out, such as walking safely around the zoo and staying close to adults. While the childminder recognises the role that technology plays in children's lives, she has not fully planned how to support children to develop their

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need to do better?

understand of the risks associated with digital technology.

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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 consider how to provide children with even more opportunities to fully promote their increasing ability to do things for themselves n support children to gain an understanding of the risks associated with digital technology.

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Setting details

Unique reference number EY380997 Local authority Hertfordshire Inspection number 10351844 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 10 Date of previous inspection 23 October 2018

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Information about this early years setting

The childminder registered in 2008. She lives in Hoddesdon in Hertfordshire. The childminder operates her childminding provision all year round from 7.30am to 5.30pm, Monday to Thursday. The childminder holds an appropriate qualification at level 3. She works with an assistant. 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 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

15 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

15 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

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