Childminder in Hertfordshire

Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Overall effectiveness at previous inspection Outstanding

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The provision is outstanding

The childminder's curriculum is ambitious and gives children the skills and knowledge that they need to make excellent progress. He works with his co- childminder creating and teaching activities that capture children's attention and keeps them focused. The childminder helps children to develop the motions they need to learn to prepare for future writing skills. For example, children stretch and use their arms to make large circles and loops in the air. They recall previous learning, remembering they are making 'squiggle' patterns. Children's sense of feeling safe and secure with the childminder is unmistakeable. They initiate thoughtful conversation with the childminder while eating their snacks. They talk about the environment and reducing waste. Children learn about the natural processes of decomposition while putting their banana skins in the composting bin. The childminder promotes mathematical development. He helps them to think

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The provision is outstanding

about estimation skills. Children have a 'good guess' at how many sections they can cut their banana into. The childminder helps children to imagine quantities and link them to numbers. This helps children with an ability that instils confidence with numbers.

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The provision is outstanding

Children's behaviour is excellent. They have a good awareness of behaviour expectations such as helping each other and being kind. Older children help younger children to fasten their aprons. They praise each other when they place the jigsaw pieces correctly into the puzzle.

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need to do better?

n The childminder accurately establishes children's starting points and plans for their progress. He uses his observations and assessments to check that children have embedded new knowledge and skills. He identifies specific next steps in learning to help children progress, such as particular sounds of letters to teach children, to support their speech development. n Children receive the absolute best teaching from the childminder. He understands how to sequence learning to help children succeed. The childminder demonstrates what children need to do, explains the concept and reminds children of the skills they have previously learned. For example, while using knives to cut through the tough skin of fruit, the childminder reminds children of the woodwork activities. Children remember the smell of the wood and the sawing action they used. Children persevere until they cut through the fruit. n The childminder has high-quality interactions with the children, constantly

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need to do better?

developing communication and language. The childminder models how to say words, form sentences and ask questions. Children hear lots of language as they listen to favourite stories and rhymes. Children use language, such as 'mammoth' and 'minute', when describing size. This enables children to

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need to do better?

28 January 2025 communicate with increasing confidence. n During group play activities, the childminder checks on children's development, and adapts the learning to provide all children with the skills that they need to become independent learners. Children happily play together with the clay. The childminder knows the children that need support with their finger dexterity, and he encourages them to poke and pinch the clay to develop finger and hand muscles. Younger children who are still developing their hand-eye coordination, pat and pound the clay. Older children create and learn about texture, shapes and forms, manipulating the clay with rollers and lace materials to make imprints. n Children love spending time outdoors, both in the garden or out in the local community. The childminder plans activities in the woods that help children gain increasing control over their bodies. Children delight in talking about the fun

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need to do better?

they had when they were pushing and pulling heavy logs using ropes. n The childminder understands the importance of helping children to establish healthy eating habits to support their growth and development. He provides homemade nutritious meals and snacks, offering children balanced and a variety of different foods. Mealtimes are a sociable occasion. The childminder discusses with children how different foods support their growing bodies. Children share that carbohydrates give them energy and vegetables are full of vitamins and fibre. n Parents receive constant communication about their child's time in the setting and their ongoing development. The childminder suggests ways that parents can continue children's learning at home. Parents comment that their children have grown in all aspects of their life since being with the childminder. They appreciate receiving the plan for the following week, so they know how to

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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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Setting details

Unique reference number EY544391 Local authority Hertfordshire Inspection number 10372827 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 8 Date of previous inspection 25 March 2019

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Information about this early years setting

The childminder registered in 2017 and lives in Bishops Stortford. He operates all year round from 7.30am to 5.30pm, Monday to Friday, except bank holidays and family holidays. The childminder works with another registered childminder. Both hold qualified teacher status. The childminder offers funded early education places to all eligible children.

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Inspection activities

n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years curriculum. n The childminder spoke to the inspector about children's learning and development with a particular focus on communication and language. 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 Parents shared their written views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

28 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

28 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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