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 show that they feel comfortable and happy in the care of the childminder. She has established very secure settling-in procedures that focus on the individual needs of children and their families. The childminder finds out what children like, as well as what they know and can do, from parents when they first begin attending. She follows children's interests and uses her observations to help inform her planning. This helps all children make good progress. The childminder has high expectations of children and consistently implements clear boundaries. Children listen to her clear explanations of not to put toys in their mouths to keep themselves safe. They have highly positive attitudes to learning and show a willingness to join in with all activities. Children persevere to move different coloured magnetic balls to matching coloured ice-cream cones using a magnetic pen. They eagerly help the childminder to tidy away what they have finished

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The provision is good

Children develop good control and dexterity as they use small tongs to pick up toy dinosaurs and place them in pots. The childminder encourages children to estimate the number of dinosaurs in each bowl. She reinforces their understanding of quantities by encouraging them to count them. Children show a strong love of books. They are beginning to understand the structure of stories. The childminder encourages children to retell familiar stories to their friends. This supports children to develop high levels of self-esteem. Children benefit from visits to the town centre with the childminder. This helps them to understand about the wider world.

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need to do better?

n The childminder actively promotes positive behaviour. Children are respectful of each other's feelings, they share resources and happily take turns. The childminder's frequent praise for children's kindness results in a calm and harmonious learning environment. n The childminder has a clear intent for her curriculum and what she wants children to learn. It prioritises children to be independent and resilient individuals. This helps children to be well prepared for school. The childminder knows the children she cares for well. However, during some planned adult-led activities, the childminder does not fully consider how she can adjust her teaching to precisely match their individual learning needs, including their preferred way of learning for every child. n The childminder has formed secure relationships with parents. She keeps them informed of children's achievements and experiences during daily discussions

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need to do better?

and shares photos of children's achievements and new activities via a secure app. This inspires parents to try these at home. Parents comment how their children have fun and are very happy in the childminder's care. They are pleased

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need to do better?

7 November 2024 with their children's progress and regard the childminder as an extension of their own family. n Overall, the childminder supports children's communication and language skills. She consistently speaks to children clearly and sensitively supports their pronunciation of words as she repeats words back to them correctly. The childminder identifies pertinent moments to talk to children during their play. For example, as she engages in children's imaginative play, she frequently asks children questions, however, on occasions she does not provide children with time to process and respond to these before providing them with the answer. This does not fully support children to develop their thinking and practise their language skills. n The childminder is a member of a childminder forum. She regularly meets up with other childminders in the area to support children's social skills and to share knowledge with other professionals. She also participates in webinars to

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need to do better?

continue to build on her own knowledge and skills. As a result of recent training, she has an increased understanding of how to support children with allergies or intolerances. n The childminder supports children to develop valuable self-care skills. For example, children learn to use the toilet and follow a good hygiene routine. In addition, the childminder encourages children to identify what their body needs, such as when they are ready to rest or sleep. She consistently ensures that they receive what they need. This actively strengthens children's well-being. The childminder provides daily opportunities for children to be physically active. Regular visits to parks enable children to negotiate large apparatus, such as a see-saw. They figure out how to distribute their weight and understand the need to push through their legs to lift themselves up.

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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 the teaching of planned activities precisely to match the individual learning needs of children n allow children time to think and respond to questions to fully support their thinking and language skills.

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Setting details

Unique reference number EY373299 Local authority Hertfordshire Inspection number 10359904 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 10 Date of previous inspection 11 December 2018

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Information about this early years setting

The childminder registered in 2008 and lives in Hoddesdon. She operates from 7am until 5.30pm, Monday to Thursday, all year round, except for bank holidays and family holidays. The childminder holds an appropriate childcare qualification at level 3. She provides funded early education for two-year-old children.

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Inspection activities

n The inspector observed the quality of teaching during activities indoors and assessed the impact this has on children's learning. n The inspector held discussions with the childminder and spoke to children at appropriate times during the inspection. n The childminder carried out a joint evaluation of an activity with the inspector, and they discussed their findings. n The childminder provided the inspector with a sample of key documentation on request. n The inspector took account of the views of parents through written feedback provided.

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Inspection activities

7 November 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

7 November 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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