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 enjoy the time they spend in the childminder's care. They remain deeply engaged exploring a wealth of resources and activities. The childminder and her co-childminder consider children's interests when creating an interesting environment that supports children's learning. For example, children identify the colours of their favourite trains. The childminder encourages them to count them and sort the trains into groups.

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The provision is good

The childminder has robust strategies in place that promotes positive behaviour among children. Every opportunity is taken to remind children of the need to take turns and play cooperatively. The childminder is a good role model, demonstrating polite and respectful behaviour towards children and adults. As a result of this consistent approach, children behave well and demonstrate good manners.

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The provision is good

The childminder promotes children's confidence well during play. She sequences children's learning well and provides activities that are suitably challenging. For example, children are encouraged to sort and identify simple shapes. Once they have mastered these, the childminder encourages them to explore more-complex shapes. She provides an abundance of support and praise that supports children to develop a positive attitude and prepares them well for their next stage of learning.

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need to do better?

n The childminder monitors and supports children's progress well. She has robust strategies in place to gain an insight into children's early experiences. For example, the childminder conducts home visits prior to children starting. Along with parents, she establishes realistic starting points that she uses to inform her planning of appropriate play opportunities that promote children's development. n Relationships with parents are strong. Parents comment on the close bonds children form with the childminder and her co-childminder. They acknowledge how this supports children to settle and enjoy the time they spend in the setting. Parents appreciate the regular communication they receive about children's routines and progress. They comment on how this keeps them involved in children's learning. n The childminder is highly knowledgeable regarding a wide range of safeguarding issues. She confidently discusses the signs and symptoms that could identify

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need to do better?

when a child may be at risk from harm. The childminder has a robust understanding of the correct referral process to follow. She has strong procedures in place to document and monitor any concerns she may have. n Children engage well with their local community and develop a good understanding of their diverse environment. They enjoy growing produce at their allotment and learn about other cultures during visits to local religious settings.

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need to do better?

23 January 2025 Children attend various structured play groups where they get to practice skills such as taking turns and playing cooperatively. n The childminder works closely with her co-childminder to create a safe environment for all children who attend. She provides age-appropriate equipment and ensures all routines promote children's welfare. For example, she supervises children well during mealtimes and closely monitors sleeping children. n The childminder considers children's learning needs well when planning a curriculum that prepares them for their transition to pre-school. She encourages children to engage in discussions throughout the day and develop strong communication skills. Children enjoy group activities and stories that encourages them to focus for short periods of time. However, play can be dominated by the most confident and outgoing children. Quieter children can, on occasion, miss

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need to do better?

out on the childminder's precise and effective teaching strategies. n The childminder has a flexible approach to supporting children's learning during planned activities. She is swift to identify when children lose interest in activities and adapts her teaching to meet children's changing interests. For example, when children become distracted in a colour-sorting activity, the childminder takes immediate action. She skilfully promotes the same mathematical learning around children's fascination with construction.

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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 provide consistently high-quality teaching opportunities to all children, specifically those who are quieter and less outgoing.

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Setting details

Unique reference number 155740 Local authority Hertfordshire Inspection number 10367895 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 6 Date of previous inspection 28 February 2019

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Information about this early years setting

The childminder registered in 2001 and lives in Oxhey Village, near Watford, Hertfordshire. She works with a co-childminder. The childminder holds an appropriate childcare qualification at level 3. She operates all year round from 8.30am to 5pm on Tuesday to Thursday, except for bank holidays and family holidays. The childminder offers funded early education for children aged nine months to four years.

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Inspection activities

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

23 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

23 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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