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 and her assistants have built strong bonds with the children. They know the children really well. Babies toddle over to the childminder with their arms outstretched, and the childminder responds with smiles and cuddles. These secure attachments mean that children become confident and are ready to learn. Children demonstrate caring attitudes and actions towards one another. Older children ask if the babies are feeling alright and gently cuddle them. Children regularly ask the childminder and her assistants to read books to them and snuggle on their laps to listen. The childminder and her assistants read with expression and talk about the pictures in the books. Children listen and turn the pages carefully. This helps children to develop a love of reading.

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The provision is good

The childminder and her assistants have a play-based approach, which benefits the children. They sit with children at their level, listen and respond warmly to babies' babble. This helps to foster early conversational skills. They speak clearly to older children who attempt to repeat new words, such as 'polar bear'. This helps to develop children's communication skills. The childminder and her assistants embed mathematical language throughout a range of activities. They encourage children to count accurately when knocking down skittles and describe pots as 'full' and 'empty' during filling and pouring play. This helps children to gain an understanding of mathematical concepts.

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need to do better?

n The childminder's curriculum supports children to learn skills for their future. The young children who attend benefit from her focus on speech and language. She has thought carefully about the skills and knowledge they need when they move on to pre-school and how to support this transition well. n The childminder uses assessment effectively. She understands how children learn and uses this information to work towards their next step in development. The childminder plans a good range of learning opportunities for the children to choose from and learn a range of skills. However, sometimes, the childminder and any assistants do not sharply target learning so that children make the best possible progress. n Children freely explore the resources to their satisfaction. For instance, they complete puzzles and use stacking cups to make towers. The childminder helps the children to consider the best order to make a sturdy tower. However, at

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need to do better?

times, she gives children the answer too quickly. This means that they do not always have the opportunity to solve problems themselves. n The childminder and any assistants support children to develop their physical skills and confidence. Children roll balls to knock down skittles. This helps to develop their coordination throughout their bodies. Young babies pull themselves

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need to do better?

20 January 2025 up on sturdy furniture to help gain balance and core strength. Children of all ages poke, squeeze and squash play dough. This helps to build on their small hand and finger muscles that are needed later for writing. n The childminder supports independence from a very early age. The childminder and her assistants encourage young babies to hold their cups themselves to have a drink. Older children sit at the table and capably use cutlery to eat their lunch. The childminder talks children through the steps to learn to put on their coats and shoes. These abilities help children to learn about caring for themselves. n Children behave well. The childminder encourages children to learn to take turns. Children patiently wait while their friend takes a turn to knock down the skittles. The childminder and her assistants role model good manners, which children repeat when making requests. This helps children to gain an

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need to do better?

understanding of socially acceptable behaviour. n The childminder and her assistants are committed to continually develop their skills. They attend courses and reflect on the activities they provide for the children. They network with other childminders and work with other professionals to support the education of the children in their care. n Partnerships with parents are strong. Parents are happy with the home-from- home environment that the childminder provides for children. They report their children are learning new things and are becoming confident with them. Parents value the daily communication and regular updates about their children that the childminder shares with them.

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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 target learning opportunities more sharply so that children make the best possible progress in their learning n provide more opportunities to help children solve problems for themselves.

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Setting details

Unique reference number EY543683 Local authority Hertfordshire Inspection number 10364183 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 12 Number of children on roll 15 Date of previous inspection 29 January 2019

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Information about this early years setting

The childminder registered in 2017. She lives in Hoddesdon in Hertfordshire. She operates all year round, from 7.30am to 5.30pm, Monday to Thursday, except for bank holidays and family holidays. The childminder holds a relevant qualification at level 3 and employs two assistants on a part-time basis.

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Inspection activities

n The childminder talked to the inspector about their curriculum and what they want the children to learn. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The childminder and the inspector carried out a joint observation of a spontaneous activity. n The inspector read several parents' testimonials during the inspection and took account of their views. n The inspector looked at relevant documentation and reviewed evidence of the suitability of household members and assistants. n Children talked with the inspector during the inspection.

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Inspection activities

20 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

20 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

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