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

p.1

The provision is good

Children settle in well to the childminder's care. When they arrive, they quickly choose activities to participate in, wasting no time to join in with their friends. Children form meaningful bonds with the adults who work with them. They confidently turn to them when they need comfort or reassurance. Adults working with children recognise their cues, such as when babies are becoming tired or hungry. They help children to follow the rules and understand what adults expect from them. For instance, they remind children to sit nicely at the table as they eat their lunch. As a result, children behave well and have all of their care needs met successfully.

p.2

The provision is good

Children of all ages enjoy exploring the range of resources on offer at the childminder's home. Babies explore by crawling and pulling themselves around to reach things that interest them. Older children eagerly sit with adults to explore activities at the table. The childminder and the assistants who work with her hold discussions with children as they play. They speak to children about the activities they are exploring and help them to make connections between their experiences at the setting and their own experiences at home.

p.2

need to do better?

n The childminder and adults who work with her all know the children well. They speak confidently about the children's interests and their individual targets. Adults working with children do what they can to help children feel included. For instance, they learn basic words in children's native languages to help them communicate their needs. Children enjoy participating in activities that celebrate the diverse community of families who use the childminder's service. n Children enjoy singing and exploring the instruments after lunch as they watch the associated age-appropriate songs on the television. Children explore different genres of music. The childminder recognises that different children enjoy different types of music and encourages them to move their bodies in different ways to the various songs they hear. Adults encourage the older children to choose the next song, and the childminder uses what she knows

p.2

need to do better?

about children to ensure that everyone's preferences are included. n The childminder provides children with a variety of opportunities to learn and explore. She plans activities for the children based on their interests and stages of development. However, sometimes, these are not of interest to the children who are attending that day. For example, she plans activities more suited to older children who then do not arrive on the day. On these occasions, the childminder does not adapt her plans instinctively. As a result, occasionally, children are less engaged and are not able to build on their learning further. n Parents are very happy with the care the childminder provides. They feel well

p.2

need to do better?

19 November 2024 informed about the progress their children make. The childminder shares information and strategies with the parents to help and support children's development at home. For instance, she helps parents to move children away from using dummies. She discusses with them how this will benefit their children's speech and language development. n Overall, the practice of those adults working with children is of good quality. However, there is some variation. For instance, some adults are more confident in supporting the youngest children's development than others. While the childminder and the assistants she works with have completed some professional development, this has not been maintained recently. Therefore, it is not yet highly focused to build on the learning needs of the current cohort of children they care for. n The childminder and the assistants she works with support children's speech and

p.2

need to do better?

language development effectively. They introduce relevant vocabulary during activities and model the actions they talk about. For instance, they talk to children about how to roll and shape the dough as they show them how to do this. Babies babble to adults, and they respond back. This helps the youngest children to begin to understand how conversations work.

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 help all adults working with children to develop their knowledge and understanding of how young children learn to best support those children attending n adapt learning opportunities when required so that these are relevant to the learning needs of children who are present.

p.3

Setting details

Unique reference number EY540018 Local authority Hertfordshire Inspection number 10364022 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 18 Number of children on roll 15 Date of previous inspection 21 January 2019

p.4

Information about this early years setting

The childminder registered in 2016. She lives in Watford, Hertfordshire. The childminder operates from 7am to 7pm, on Monday to Friday, all year round, except for bank holidays and family holidays. She holds a relevant level 3 early years qualification. The childminder works with assistants.

p.4

Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure that they are safe and suitable. 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 observed the quality of education being provided and assessed the impact that this was having on children's learning. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

p.4

Inspection activities

19 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.

p.4

Inspection activities

19 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6