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 settle well and feel at home in the warm and nurturing environment that the childminder creates. They confidently explore a wealth of learning opportunities in the dedicated playroom, helping themselves to age-appropriate resources that support their interests and learning needs.

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The provision is good

The childminder seizes every opportunity to develop children's knowledge around their choice of play. For example, when children explore different coloured laces and ribbons, the childminder introduces mathematical teaching. She encourages children to measure and compare the different lengths of ribbon and explore the difference between centimetres, inches and metres. As a result of this child-centred approach, children remain deeply absorbed in meaningful play.

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The provision is good

The childminder supports children's behaviour well. She has a consistent approach to developing children's understanding of turn taking, sharing and kind behaviour. The childminder provides children with an abundance of praise. Her clear boundaries and age-appropriate strategies mean that children are very aware of the consequences of inappropriate behaviour. As a result, children follow instructions well and are beginning to navigate conflicts in their play.

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need to do better?

n The childminder encourages children to develop a love of stories. She creates exciting, interactive story sessions, where children explore activities centred around their favourite books and characters. For example, children delight at mimicking the different dances performed by animals in 'The Animal Bop'. n Children of all ages are confident communicators. They demonstrate a wide and sophisticated vocabulary. The childminder engages children in continuous conversations centred around their interests. She asks thought-provoking questions and allows children plenty of time to respond. For example, in an ice excavation activity, children discuss how the penguins 'hatch' out of eggs. They then go on to explain to visitors how the polar bears are 'mammals' like us and do not come out of eggs. n The childminder plans exciting learning opportunities that support children's learning around their interests. For example, children explore concepts such as

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need to do better?

melting and freezing around their current fascination of penguins. However, activities are not routinely adapted to provide consistently outstanding learning opportunities for the various abilities of children attending. n Parents deeply value the high-quality care and education that the childminder provides. They comment on the immense support she offers to families and the nurturing care she provides for all children who attend. Parents comment on the precise information they receive about children's development and

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need to do better?

15 January 2025 achievements. They acknowledge how this precise communication supports them to further promote children's learning at home. n The childminder promotes children's knowledge and understanding of the world extremely well. She encourages children to develop a deep appreciation of the environment and the impact our behaviour can have on its sustainability. Children enjoy extensive outdoor learning opportunities in the childminder's setting and explore animals and their habitats on regular trips to the zoo. They continue their exploration back in the childminder's home, which is decorated with drawings and research around their observations. n The childminder skilfully identifies learning opportunities in children's play and routines. She builds upon children's observations and encourages them to explore their ideas further. For example, when cutting up fruit and vegetables for lunch, children observe that some have seeds in. The childminder is swift to

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need to do better?

encourage discussions around the features of these seeds, how they could grow into fruit and how our climate may impact how they develop. n Mealtime routines are very well organised and provide a wealth of learning opportunities for children. Children prepare their own nutritious meals and discuss the healthy choice of vegetables as they chop them up. They demonstrate good manners and explore appropriate behaviours at mealtimes. This prepares children well for the routines they will experience at school. n The childminder is passionate about her role and committed to enhancing the care she provides for children. She reflects well on her practice, knowledge and the current needs of children. The childminder seeks ideas and feedback from parents and other professionals when considering her evolving practice. For example, she engages in local strategies aimed at promoting children's speech and language development.

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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 consistently adapt her teaching to accommodate the varied learning needs of children and support them in making exceptional progress from their starting points.

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Setting details

Unique reference number EY331586 Local authority Hertfordshire Inspection number 10368191 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 4 Date of previous inspection 12 March 2019

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Information about this early years setting

The childminder registered in 2006 and lives in Wheathampstead. She operates on Tuesdays and Wednesdays, from 9am to 5.30pm, during term time only. The childminder holds a relevant qualification at level 3. She offers funded early education for children from the ages of nine months to four years.

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Inspection activities

n The inspector considered the views of parents by reviewing feedback letters and holding discussions with parents. n The inspector looked at a selection of relevant documents. n The inspector observed the interactions between the childminder and the children during activities and observed the quality of teaching. n The inspector and the childminder completed a joint observation of an activity to assess the impact of her teaching on the children's learning. n The inspector and the childminder discussed how the childminder organises her setting and plans the curriculum and experiences for the children. 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

15 January 2025 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

15 January 2025 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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