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 safe and secure. Children confidently explore their surroundings, demonstrating a deep sense of belonging. They welcome visitors warmly and take immense pride in showing them around the childminder's home. Children form close and affectionate bonds with their childminder. They cuddle up to her to share stories, and babies are soothed by her nurturing presence.

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The provision is good

The childminder places children's interests at the heart of her practice. She creates learning opportunities that children find interesting and that support their individual learning needs. For example, children are excited to explore various autumnal resources. Babies delight at placing conkers in tubes. They are curious about where they go to and clap with excitement when they reappear. This understanding of children's current interests means they remain deeply absorbed in meaningful play throughout their time in the setting.

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The provision is good

Children consistently demonstrate good manners, are polite and follow instructions well. They understand why certain rules are in place and how abiding by them keeps them safe. For example, after water play, children know the floor is slippery and that they must walk carefully so that they do not fall. The childminder consistently reinforces children's positive behaviour with an abundance of praise. Furthermore, she encourages children to explore the impact inappropriate behaviour may have on themselves and on their friends.

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need to do better?

n The childminder has a clear understanding of children's abilities and learning needs. She provides activities aimed at supporting their next steps. For example, older children develop hand muscles essential for early writing skills. They create shapes and figures using modelling dough and use tweezers to pick up objects in a sensory activity. As a result, children are well prepared for their next stage of learning. n Children's language and communication skills are well promoted in the setting. The childminder models new and age-appropriate words and sounds to expand children's vocabulary. For example, babies are encouraged to mimic the sounds they make when exploring water. Older children learn the meanings of more complex words, such as 'sink' and 'float'. The childminder consistently corrects children's mispronunciations in a sensitive manner. As a result, children of all ages are confident communicators.

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need to do better?

n The childminder has a good understanding of how children learn. She completes regular assessments and uses this information to plan engaging activities based on children's interests and needs. For example, the childminder embraces

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need to do better?

8 October 2024 children's current fascination about the changing seasons. She plans a wealth of activities based on an autumn theme and children's observations of the environment. On occasion, however, children are not given the opportunity to fully explore these exciting activities and expand their ideas further. n The childminder is highly reflective and evaluates all aspects of her practice. This enables her to enhance the care she offers and support the changing needs of children. For example, the childminder completes additional professional training on children's mental health. This provides her with the skills and knowledge to better support children's emotional well-being. n Parents are highly complimentary about the childminder. They value the high- quality care and exciting learning opportunities the childminder provides. Parents appreciate the detailed communication they receive about their children's daily

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need to do better?

routines and ongoing development. They recognise the wonderful close bonds children develop with the childminder and how this contributes to children's well- being. n The childminder is proactive in establishing professional relationships with staff at other settings the children attend. She shares information about her curriculum and details about children's development and learning dispositions. This robust sharing of information provides a consistent approach to children's learning that supports them to make good progress. n The childminder plans activities and adapts her teaching well to support the development of all children in her care. For example, during a harvest activity, children dig out vegetables that are hidden in soil. Older children use tweezers to pull them out. They identify the different vegetables and discuss how they taste when they chop them up for their snacks. In the same activity, babies

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need to do better?

explore the texture of the soil on their hands and feet. The childminder encourages them to use spoons and count the scoops of soil they need to fill various pots.

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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 adopt a more flexible approach to planned activities that allows children the opportunity to fully explore their ideas and develop their knowledge.

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Setting details

Unique reference number EY537407 Local authority Hertfordshire Inspection number 10355337 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 13 Date of previous inspection 26 November 2018

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Information about this early years setting

The childminder registered in 2016 and lives in Tring. She operates from Monday to Wednesday, during term time only. Sessions are from 7.30am to 5.30pm.

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Inspection activities

n The inspector considered the views of parents by reviewing feedback letters. n The inspector viewed a sample of relevant documents. n The inspector observed the interactions between the childminder and the children during activities. n The inspector observed the quality of teaching to assess the impact on the children's learning. n The inspector and the childminder completed 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

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

8 October 2024 8 October 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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