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 Requires improvement

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The provision is good

Children enjoy their time with the childminder. They know where they can find the toys and games they like. For example, they explore in the open boxes to find their favourite characters from a popular story series. The childminder follows children's interests to build on what they know and understand, focusing on children's communication and language, social skills and physical development. When children show an interest in numbers and letters, the childminder picks up on these, pointing out the different numerals on pieces of a puzzle. This helps children to develop their early mathematical literacy.

p.2

The provision is good

Young children begin to share and take turns. The childminder supports them to regulate their actions and emotions, reassuring them that they will have a turn. For example, the childminder encourages children to play a simple matching game. She purposefully names each child so that they can have a go, reminding the others that their turn will soon come. Through her consistent and simple rules, the childminder fosters positive behaviours. This is reflected in the growing resilience children display in the generally harmonious environment.

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need to do better?

n Since her last inspection, the childminder has refreshed and enhanced her own knowledge and understanding of how children learn and the importance of a well-planned curriculum. This has helped to influence how and what she plans to teach children. The childminder uses her observations of what children say and do to help her target more focused aspects of children's development. As a result, children make good progress while they build on what they already know and understand. n Children are eager to join in activities and to learn. They enthusiastically decorate cards for Mother's Day. When children struggle to obtain sufficient glitter glue, the childminder shows them how to squeeze the tubes with their fingers and thumbs. Children watch and carefully take their time to practise the new way to extract the glue. This helps children to strengthen their hand muscles in preparation for developing their early writing skills.

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need to do better?

n The nurturing childminder recognises when children need comfort and reassurance. For example, she talks about the different vehicles that make a noise when they pass the house. This helps children to remain calm and settled. The childminder ensures that children are able to rest and sleep in a relaxing environment. When they wake up, she does not rush them, giving them time to decide when they want to resume playing once more. This helps to support children's ability to make choices for themselves. n The childminder forms good relationships with parents. When children first start in her care, she finds out key information that helps her to care for children

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need to do better?

19 March 2025 safely, following similar routines to those they have at home. She asks parents to tell her what children already know and can do and about children's interests. This helps her to plan activities and provide familiar resources right from the start. The childminder tells parents about the progress their children are making and gives them ideas about activities they can use at home to help. This helps to support children's continued learning. n Parents pass information between the childminder and other settings, such as nurseries, that children also attend. However, the childminder has yet to fully embed highly effective two-way communication methods with key persons and staff from those settings. Consequently, the childminder does not always expand on the learning experiences children have in other settings to help accelerate their learning even more. n The childminder provides nutritious snacks and meals for children and takes into

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need to do better?

account any dietary requirements individuals may have, helping to keep children safe. However, she does not always consider the most suitable location for children to sit at snack time. This means that some children become restless when they are distracted by the toys around them. At other times, children miss out on practising routine tasks, such as learning to wash their own hands before and after they have eaten. As a result, children have fewer opportunities to develop good habits and attitudes towards health and hygiene.

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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 good working relationships with staff at other settings that children also attend to enable a shared approach to their learning n review and adapt snack time and mealtime routines to help support children to develop their independence and attitudes towards good health and hygiene.

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Setting details

Unique reference number 2628403 Local authority Hertfordshire Inspection number 10342943 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 7 Date of previous inspection 27 March 2024

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Information about this early years setting

The childminder registered in 2021 and lives in Berkhamsted. She operates during school term times, from 7am to 6pm, Monday to Friday. The childminder provides government funded early education for all eligible children. She holds an appropriate qualification at level 3.

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Inspection activities

n The inspector observed activities inside the childminder's home. She spoke to the childminder and children at appropriate times throughout the inspection. n The childminder described how she plans and implements her curriculum. The childminder discussed with the inspector how the curriculum supports children's development. n The childminder explained how she uses continued professional development to help support improvements in her provision. n The inspector viewed some documentation, including evidence and certificates of qualifications and courses attended. n The inspector spoke to a small number of parents and took their views into consideration in her evaluation of the provision.

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Inspection activities

19 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

19 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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