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 Not applicable

p.1

The provision is good

The childminder supports children to settle well in her care. She creates an environment that children enjoy exploring and promotes their independence. For example, children confidently self-select activities that are well-organised and age- appropriate. The childminder considers children's varied interests well when planning exciting learning opportunities. For example, she promotes children's understanding of kind behaviour and develops their language skills around their favourite role-play activities.

p.2

The provision is good

Children enjoy interesting learning opportunities outside of the home environment. They recall visits to their allotment where they grow fruits and vegetables. Along with their childminder and her co-childminder, they attend structured play sessions and enjoy visits to local parks. The childminder provides opportunities for children to explore their local community and celebrate its unique diversity. For example, children learn about other cultures and customs visiting the local places of worship and tending to the animals there.

p.2

The provision is good

The childminder supports children's understanding of acceptable behaviour in sensitive and age-appropriate ways. When there are disputes over toys, the childminder joins in children's games. She creates group activities where children explore the importance of cooperating in play to achieve a common goal. As a result of these well-considered approaches, young children are beginning to share and take turns during activities and navigate conflict in their play.

p.2

need to do better?

n Children are strong communicators who chat confidently with both adults and their friends. The childminder ensures children's language development is central to all activities and routines. Children enjoy sociable snack and mealtimes with their friends where they discuss the different foods they eat. The childminder ensures her teaching around language supports the different needs of children. For example, at story time, young children delight at mimicking the sounds of the different animals in their book. Older children confidently display more- complex vocabulary when discussing the 'submarine' they see in the story. n Parents are complimentary about the childminder and the care she provides. They particularly value the close relationships children have with the nurturing childminder. Parents acknowledge how these close bonds support children's emotional well-being and contribute to their children settling well in this 'home-

p.2

need to do better?

from-home' environment. The childminder shares information about children's routines with parents daily. Parents comment on how this effective communication keeps them well informed about their children's progress. n The childminder adapts her teaching well during activities to support the varied

p.2

need to do better?

23 January 2025 learning needs of children who attend. During a sorting activity, older children develop fine motor and mathematical skills using tweezers to group animal figures to colour and species. In the same activity, the childminder encourages young children to explore the different sounds the animals make. Providing activities that are suitably challenging develops children's confidence and encourages them to have a positive attitude to learning. However, on occasion, activities can be dominated by the most outgoing children who attend. The childminder is not always swift to identify and engage the quieter children in play, and further promote their development. n The childminder places sharp focus on supporting children's safety and welfare. She confidently explains how she identifies children who may be at risk from harm and the appropriate action she would take. The childminder completes appropriate first-aid training and safeguarding training to ensure her knowledge

p.2

need to do better?

remains up to date. The same robust commitment to enhancing her knowledge, is not observed in relation to the learning and development requirements of the early years foundation stage. n Children are developing a good understanding of healthy lifestyles. They enjoy nutritious meals and snacks and are supervised well while eating. The childminder encourages discussions around the healthy foods they eat, supporting children's understanding of healthy eating. She has rigorous hygiene processes in place to minimise the spread of germs. Children wash their hands prior to eating using their individual towels. They use tissues to wipe their noses and to cough into before disposing of them appropriately.

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 establish effective strategies to ensure activities consistently support the needs of all children who attend, specifically those who are less outgoing n identify opportunities to extend professional development that will enhance her knowledge and further promote children's learning and development.

p.3

Setting details

Unique reference number 2675125 Local authority Hertfordshire Inspection number 10375995 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 3 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2022. She works from the home of her co- childminder in Oxhey Village near Watford, Hertfordshire. The childminder operates all year round from 8.30am to 5pm on Mondays, and from 9am to 5pm, Tuesday to Thursday, except for bank holidays and family holidays. She holds an appropriate early years qualification at level 3. The childminder provides funded early education for children aged nine months to four years.

p.4

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.

p.4

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.

p.4

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.

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