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 Outstanding

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The provision is good

The childminder provides a safe and welcoming home-from-home environment for children. She is very caring and attentive to children's needs and supports their development well. Daily routines take place, such as regular opportunities for outdoor play and designated snack and mealtimes. This supports children to understand what is going to come next and the importance of good hygiene routines. Children recall that they wash their hands to remove germs.

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The provision is good

The childminder offers children ongoing opportunities to practise the skills and knowledge they have learned and to recall previous experiences. Children have fun, behave well and demonstrate a positive attitude to their learning. For example, the childminder encourages children to use tongs to pick up pretend dinosaur figures. This supports children to refine their small-muscle and hand-eye coordination skills. The childminder then successfully extends the activity, encouraging children to sort the pretend dinosaurs into different groups according to their colour and to count them. Children concentrate and persist, demonstrating pride in their achievements.

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need to do better?

n The enthusiastic childminder warmly welcomes children into her home. She strives to enhance the development of all children in a safe and secure environment. The childminder works effectively with another childminder. They share ideas and regularly evaluate each other's practice to further enhance the good childcare they provide. The childminder carries out daily risk assessments of her home to ensure the safety of children. n The childminder knows the children well. She understands how to plan and implement sequenced learning opportunities to build on what children know and can already do. The childminder makes observations of the children to monitor their progress and well-being. This supports her to understand each child's personality and learning needs. However, the childminder does not always use every opportunity to extend children's learning during their spontaneous play activities in the outdoor play area.

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need to do better?

n The childminder is nurturing, which helps her to support children's emotional well-being. Children demonstrate that they are happy, safe and comfortable to explore. They are confident to ask the childminder for help and naturally seek reassurance and a cuddle if needed. Additionally, the childminder successfully supports children with special educational needs and/or disabilities. She works effectively in partnership with parents, involving them in discussions about their child. This support ensures children are included, have fun and make progress alongside their peers. n The childminder places high priority on supporting the children to manage their feelings and behaviour to take responsibility and develop their independence.

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need to do better?

4 February 2025 Children are able to collect their personal belongings in readiness to go outside and learn to put on their coats. n The childminder understands the importance of developing children's language and communication skills, including supporting children who speak English as an additional language. She engages in back-and-forth conversations with children and introduces new vocabulary as they play. Additionally, children learn songs, particularly enjoying those with actions, such as the 'sleeping bunnies' rhyme. They pretend to sleep, wake up and are encouraged by the childminder to hop on one leg. Children respond with enthusiasm. n The childminder supports children to develop an interest in books. She asks children questions about the illustrations on each page. Children's enjoyment is enhanced because the childminder successfully uses a fabric 'wriggly worm' to describe and demonstrate how the worm is eating the apple. Children have

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need to do better?

opportunities to visit the local library and look at books for enjoyment. n The childminder supports children to recognise different shapes, demonstrating how to draw around them. Children copy and are able to identify some shapes, for example a circle and triangle. They are encouraged by the childminder to problem solve as they learn how to position wooden cars into a wooden stacking tower. The childminder also successfully introduces mathematical language, such 'horizontal' and 'vertical', as children use a ruler to draw lines on the wipe board. n The childminder understands the importance of strong partnerships with parents. She spends time talking to parents and getting to know each child's care needs and stages of development before they attend. This supports the transition from the child's home to the childminder's care. The childminder then ensures a continuous exchange of information with parents to support children's

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need to do better?

ongoing care and learning needs. She also offers advice and support to parents regarding, for example, children who refuse food and potty training.

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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 use every opportunity to extend children's learning during spontaneous activities in the outdoor area.

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Setting details

Unique reference number 130300 Local authority Hertfordshire Inspection number 10381699 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 10 Date of previous inspection 25 November 2019

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Information about this early years setting

The childminder registered in 1989 and works with a co-childminder. She operates all year round, from 7am to 6.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder offers the government funded places for childcare.

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Inspection activities

n The childminder showed the inspector the areas of her home that children access. They discussed how the childminder organises her setting and plans the curriculum and experiences for children. n The inspector viewed areas of the childminder's home used by the children and discussed the safety of the premises. n The inspector observed children taking part in activities with the childminder and her co-childminder and assessed the impact on children's learning. n Children spoke with the inspector during the inspection. n The childminder provided the inspector with a sample of key documentation on request. n The inspector took account of the views of parents from written feedback provided at the inspection.

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Inspection activities

4 February 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

4 February 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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