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 Not applicable

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The provision is good

The childminder thoroughly welcomes children into her home with warmth and affection. Children settle very well in her care. She has established a broad and interesting curriculum, and adapts this to meet the needs of the different children who attend well overall. The childminder has set manageable targets for each child that support their good progress. She shares these with parents so that there are commonly understood goals between home and her setting.

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The provision is good

The childminder plans and provides interesting opportunities for children to learn. For example, children find out about caterpillars and their life cycles. Children have watched their caterpillars turn into chrysalises and eagerly wait for these to become butterflies. The childminder extends activities to incorporate other ideas, such as counting and comparing quantities. Children count pieces of pasta as they scoop these into a model of a caterpillar they have made. They count 'one' and 'two' and the childminder helps them to count on to three, four, and five. Children use tweezers to post food into the caterpillar's mouth. The childminder encourages them to keep trying when they find this difficult, supporting their resilience as they develop their physical skills.

p.2

The provision is good

The childminder encourages children to think for themselves, as she asks them to identify the foods they are feeding to the caterpillar. They find pictures of the foods in a story about a caterpillar. Through trial and error, with warm support from the childminder, they identify each food, such as watermelon, which they pronounce as 'waterlemon'. The childminder gently corrects their pronunciation to help them use the appropriate word to support their developing language. At times, the children find it hard to share their toys. The childminder manages this well; she reminds them to share and reassures any child who becomes upset.

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need to do better?

n The childminder has a firm understanding of how to support children who speak English as an additional language. For example, she learns words and songs in children's home languages to help them communicate in both languages. She works closely with parents to help their children develop confidence in spoken English. n The childminder thoroughly supports children's independence. For example, she encourages them to wipe their own noses and to follow good hygiene routines. Children remember that they need to wash their hands before snack. They help themselves to snacks and drinks, and chop up their fruit snack with safety knives and careful support from the childminder. The childminder praises all the children's efforts, supporting their resilience and sense of pride. n The childminder encourages children's emotional development she helps them to

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need to do better?

24 September 2024 care for their toys. Children play with baby dolls. They dress their 'babies', help them sit on a potty, and feed them. The childminder supports children's speaking skills as she repeats what children say. For example, a child says 'I put baby on the toilet, baby go to sleep,' and she says 'Shh, baby sleeping.' The childminder puts their finger to their lips and whispers when the 'babies' are asleep, helping the children to learn the link the word quiet, and its meaning. She encourages the children to care for their 'babies' and they copy her good example as they gently wrap and rock them. n Children are well occupied in the childminder's care. They benefit from her careful support and encouragement. She uses activities such as colouring to help children identify colours and to support their small muscle development. Children behave respectfully towards each other as the childminder values their interests,

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need to do better?

likes and dislikes. She manages any minor disagreements supportively to help children learn how to resolve any disputes, supporting their personal, social and emotional skills. At times, in her enthusiasm to introduce new learning, the childminder moves on to new ideas before all the children present are ready. This means that some children are not working at the optimum pace for their stage of development. n The childminder has a good understanding of how to keep children safe. She has high regard for children's safety, for example she checks any food she heats with a food thermometer to ensure it is the right temperature for them. She discusses this with the children to help them learn about keeping themselves safe. She has robust systems to communicate with parents to help them see the things that she is doing and to share important information. She readily adapts this to meet the needs of individual families and regularly seeks feedback from parents to

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need to do better?

help improve her service. All parents praise the dedicated and supportive care she gives to their children. They feel that their children thrive with the childminder.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

p.3

should:

n consider more carefully what each child already knows and can do, to decide what each child needs to try next to decide when to introduce new learning.

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Setting details

Unique reference number 2756929 Local authority Hertfordshire Inspection number 10349412 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 3 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in October 2023 and lives in Watford, Hertfordshire. She holds an appropriate childcare qualification at level 3. She operates from 7.30am until 6pm, Monday to Friday, all year round, except for bank holidays and family holidays.

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Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. n The inspector spoke to children, to find out about their time at the setting. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n The childminder provided the inspector with a sample of key documentation on request. n Parents shared their views of the setting with the inspector.

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Inspection activities

24 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

24 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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