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

The childminder creates a warm and homely environment where children feel comfortable and are welcomed into the childminder's family. Children are relaxed and confidently explore the wealth of activities that are carefully planned around their interests and individual learning needs. For example, children engage deeply in well-organised crafts and sensory activities that are centred around their favourite stories.

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The provision is good

Children demonstrate that they feel safe in the care of the nurturing childminder. They cuddle up on her lap to explore stories, giggling at the amusing voices the childminder uses. Children are confident in new situations. They engage well with visitors in the reassuring presence of their supportive childminder.

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The provision is good

The childminder has robust strategies in place to promote positive behaviour among children. She is a good role model, demonstrating polite and respectful behaviour towards children and adults. The childminder sets clear boundaries and encourages children to explore the consequences of inappropriate behaviour. For example, children explain that they must not climb or jump on furniture as they may fall and hurt themselves. As a result of this consistent approach, children behave well and demonstrate good manners.

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need to do better?

n The childminder has a very clear understanding of children's abilities and learning needs. Her robust methods of assessment enable her to plan and adapt learning opportunities that support all children to make good progress. For example, children develop fine motor skills by selecting objects with tweezers. They place them in their cauldron to create potions. The childminder explains how she supports the language and mathematical development of different children in the same activity. n Children are critical thinkers who welcome challenge in activities. With support and the encouragement of their childminder, children solve problems and relish in the praise they receive. For example, children are creating broomsticks out of twigs and sticks. They are initially disappointed that the sticks they have are too short. After discussions with their childminder, children decide to join several together to create their perfect broomsticks.

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need to do better?

n The childminder has a clear understanding of what she wants children to learn prior to leaving her setting. Her curriculum focuses on supporting children to be independent and confident. The childminder understands that these are vital skills that will prepare children well for their next stage of learning. For example, children wash their hands before eating, after wiping their noses and placing tissues in the dustbin. However, some daily routines could be enhanced to better

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need to do better?

16 September 2024 reflect those that children will experience in school. n Relationships with parents are strong. All parents are complimentary about the care the childminder provides. They comment on how children are welcomed into the childminder's family. Parents acknowledge how these close relationships support children to settle well and enjoy the time they spend with the childminder and her family. n Children are articulate and display strong language skills. They demonstrate a wide and elaborate vocabulary. For example, toddlers discuss the 'delicious' foods they eat in a role play activity. They explore books and comment on the 'beautiful' pictures of dolls in them. The childminder supports children to be confident communicators. She engages them in meaningful discussions throughout the day and allows them plenty of time to express themselves during conversations. n The childminder develops close partnerships with other settings that children

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need to do better?

attend. She spends time in other environments, engaging with staff and sharing assessments and progress reports where appropriate. The childminder gathers information about children's time in these settings, including the routines they follow and preferred activities. This collaborative approach to children's development supports them to make good progress from their starting points. n Children demonstrate a deep love of books. The childminder creates engaging and interactive story sessions where children explore their favourite characters and are introduced to new books. She provides learning activities that are centred around popular stories. For example, children learn about words that rhyme by creating potions from their favourite book, 'Room on the Broom'. They develop fine motor skills by cutting out and sticking the characters onto their own broomsticks.

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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.

p.3

should:

n strengthen opportunities that support children's understanding of the routines they may experience at school.

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Setting details

Unique reference number EY539878 Local authority Hertfordshire Inspection number 10355266 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 7 Date of previous inspection 22 November 2018

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Information about this early years setting

The childminder registered in 2016 and lives in Markyate. She operates Monday to Thursday, 7.30am until 5.30pm, during term time only. The childminder offers funded early education for two-, three- and four-year-old children.

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Inspection activities

n The inspector considered the views of parents by reviewing feedback letters. n The inspector looked at a sample of relevant documents. n The inspector observed the interactions between the childminder and children during activities. n The inspector observed the quality of teaching to assess the impact on children's learning. n The inspector and childminder carried out a joint observation of an activity to assess the quality of teaching. n The inspector held discussions with the childminder about the monitoring of learning and development in the setting and tracked the progress of children.

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Inspection activities

16 September 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

16 September 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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