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 feel safe and secure in the childminder's care. They quickly settle down to play when they first arrive at the childminder's home and tell her what they have been doing at home and at nursery. Babies are delighted to sit on the childminder's lap and enthusiastically turn the pages and open the flaps in their favourite books. They listen intently to the animal noises the childminder makes while she points to the creatures. Babies smile and attempt to reproduce the sounds they hear. This helps to develop a two-way flow of communication, establishing the foundations for early language skills and social interaction. The childminder values the importance of children's growing language acquisition, which she embeds in her curriculum.

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The provision is good

Children know where to find the toys and resources they particularly enjoy playing with. For example, they talk about the 'kitchen box' and recall some of the games they have played with their friends. Babies and very young children are curious to discover the contents of baskets in which the childminder stores resources. They feel and shake musical instruments and move their bodies to the sound they create. The childminder models simple tasks, such as building a tower of wooden bricks. At first, babies enthusiastically knock the towers down. In time, they have a go at placing the bricks on top of each other, contributing to their developing coordination and levels of concentration.

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need to do better?

n Since her last inspection, the childminder has enhanced the strategies she uses to help promote children's positive behaviour even further. For example, she explains to children why simple rules and requests are in place. This helps children to understand how they can begin to take responsibility to keep themselves and others safe. The childminder supports children to identify their feelings and gives them ideas about what they can do to help manage unwanted feelings and actions. This contributes to children's growing resilience. They are able to begin to regulate their own actions and emotions so that they are ready to learn. This is reflected in the calm and harmonious environment in which children play and learn. n The childminder knows the children well. She follows their interests in her curriculum and finds suitable local attractions to build experiences based on these. For example, children who show an interest in animals enthusiastically

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need to do better?

visit the zoo to see the creatures they have seen in books. The childminder tells them about the characteristics of the animals, helping to build on what they already know and understand in a memorable way. This contributes to children's good progress. n Parents describe the childminder as 'nurturing' and 'supportive'. The childminder builds strong relationships with parents and their children. Some children remain

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need to do better?

11 March 2025 in the childminder's care for many years while other parents enrol younger siblings in the setting. This highlights the trust and appreciation parents have for the childminder. n The childminder recognises the importance of working in partnership with other settings that children also attend. She receives information about children's progress and the topics they are investigating in the nurseries, helping to shape her own curriculum to help children consolidate and build on what they know and understand. Parents give the childminder permission to share relevant information with the other settings, contributing to continuity in children's learning. n Continual professional development is important to the childminder. She reflects on the new information and ideas she receives, helping her to adapt and strengthen her practice. For example, the childminder has formed a deeper understanding about how children's experiences impact on their learning. The

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need to do better?

childminder created more opportunities for children to develop new skills, such as using scooters on different surfaces. This helps to promote children's physical development. n The childminder provides a good balance between adult-led activities and children's self-chosen play. She plans seasonal themes, which she shares with parents through discussion and newsletters. However, the childminder does not always target her teaching to focus on children's precise next steps in learning to help them make the most rapid progress.

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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 add more challenges to children's play and planned activities that purposefully target what individual children need to know and understand next to help accelerate their progress.

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Setting details

Unique reference number EY411373 Local authority Hertfordshire Inspection number 10375928 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 9 May 2019

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Information about this early years setting

The childminder registered in 2013 and lives in Harpenden. She operates her provision all year round, from 7.30am to 6pm, from Monday to Thursday, except for bank holidays and family holidays.

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Inspection activities

n The inspector observed activities in the childminder's home. She spoke to the childminder and children at suitable times throughout the inspection. n The childminder described her curriculum that aids children's learning. n The inspector and the childminder talked about the quality of teaching and how it impacts on children's progress. n A variety of documents were seen by the inspector, including evidence of professional development courses. n Parents wrote testimonials in preparation for the inspection. The inspector read these and took the views of parents into consideration.

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Inspection activities

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

11 March 2025 11 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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