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 have a positive attitude to learning. This is because the childminder praises them for their achievements. Children smile with delight, and this motivates them to persevere to solve problems. For example, they work out how to navigate the cars around the toy garage and how to release the cars at the bottom of the ramp. The childminder knows the children well and plans activities that she knows will keep them engaged. Children play alongside each other for a sustained period. They enjoy filling and emptying containers with sand. Children show confidence in using spoons to scoop and pour the sand as they mix different colours together. The childminder provides a range of outings and experiences to support children's understanding of the community and the world around them. They attend community groups and interact with people of different ages and backgrounds. This helps children to develop an understanding of society and builds their

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The provision is good

Children gain a good understanding of their feelings. The childminder talks to children about how they are feeling and why. She manages behaviour well. The childminder gently reminds children of what is expected in a way they will understand. Children show genuine concern and care for each other. Older children support younger children as they play together.

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need to do better?

n The childminder provides a curriculum that helps children to make good progress in their learning. She has a secure knowledge of child development and implements a sequenced curriculum that ignites children's interests. She adapts her teaching to focus on the next steps in each child's ongoing development. She uses her ongoing assessments to identify and address any gaps in children's learning. Children are confident and curious learners. n The childminder promotes learning through play, supported by her attentive interactions. She provides time for children to follow their interests and direct their own play. She arranges her provision to enable children to access a broad range of resources. n The childminder provides a commentary on both her own and children's actions to help them to make connections and hear a wide range of vocabulary. She supports children to pronounce words by repeating these back to them. The

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need to do better?

childminder asks children questions. She waits to give children enough time to process what is being asked of them. This helps them to develop their critical thinking and express their thoughts and ideas. n The childminder incorporates counting and mathematical language as children play. For example, they discuss the concepts of 'full', 'big', 'small' and simple shapes as children pour sand into cups.

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need to do better?

6 March 2025 n The childminder provides children with nutritious food during mealtimes. She talks to children about the food they try, helping them to adopt a positive attitude towards their diet. However, at times, the childminder does not seat all the children so they can manage their plates. Furthermore, on days when they attend playgroup, lunch is not carefully planned to ensure that children can eat safely, socialise and develop the eating skills they are capable of, such as using an open cup. n The childminder seeks parents' views of children's development before they join her provision. This enables her to understand children's starting points and build on what children already know and can do. The childminder plans her provision around children's interests to support learning and development. Parents describe the childminder as kind and caring. They say she puts their children's happiness, care and well-being first, and their children love attending her

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need to do better?

setting. n The childminder builds strong relationships with other settings that children attend. She shares information about children's learning and interests. This helps her to ensure that her teaching complements the experiences the children have elsewhere. n The childminder places a high priority on continuing to develop her knowledge and skills. She meets with other childminders to share good practice and gain new ideas. She attends training with the local schools on how to support children who may need extra support in their learning and in managing their behaviour.

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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 review snack times and mealtimes to ensure that there is a fully consistent approach to promoting children's awareness of healthy practices.

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Setting details

Unique reference number EY543936 Local authority Hertfordshire Inspection number 10372110 Type of provision Childminder

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Registers

Early Years Register, Compulsory 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 2 April 2019

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Information about this early years setting

The childminder registered in 2017 and lives in Watford, Hertfordshire. She operates all year round, from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides 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 her early years provision, including the aims and rationale for her early years curriculum. n The childminder spoke to the inspector about the children's learning and development, with a particular focus on communication and language. n The inspector observed the quality of education being provided and assessed the impact that this is having on the 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

6 March 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

6 March 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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