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 show confidence and demonstrate that they feel safe and secure through the warm and reciprocal relationships they have with the childminder. They show high levels of confidence as they describe what they are doing. Children become deeply engaged in their play and learning. They manipulate and mould play dough to create 'pink sausage rolls'. The childminder supports children's play through ongoing questioning and commentary, sustaining their thoughts and ideas. This helps them to develop a broad range of ideas and themes through their play.

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The provision is good

Children are respectful and kind. They listen with interest as the childminder talks about what they will be doing. Children respond to instructions with positivity, including washing their hands for snack and cleaning the strawberries before they eat them. The childminder offers regular reminders about the importance of these tasks. Consequently, children show a good understanding of good hygiene practices.

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The provision is good

Children show enjoyment in a range of learning experiences that ignite their curiosity, such as exploring if play dough will float or sink. The childminder has developed a curriculum that supports children to make good progress in their learning. She draws on information from parents and other providers to deliver a set of rich and ambitious experiences that support, challenge and extend children's learning.

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need to do better?

n The childminder uses excellent teaching and interactions to capitalise on opportunities to turn children's interests or enquiries into knowledge. For example, children develop their ideas with play dough to include making boats for fishermen. The childminder skilfully supports children to extend these ideas to see if the play dough boats will float or sink. n Children are highly curious. They seek out solutions to problems, such as what they can use to make 'syrup' for their pancakes. Children use mature language to express their ideas. They narrate as they play and tell the childminder about their thoughts. This enables them to use the range of vocabulary they have developed and expand on this further. n Children show confidence in mathematical concepts. They count their fruit and use mathematical language, such as 'more than' and 'huge', to describe their fruit. Everyday experiences help children to remember and consolidate their

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need to do better?

growing knowledge and mathematical thinking. n Children show developing independence. They manage their personal hygiene, such as handwashing. The childminder encourages children to make choices. They decide what activity to do next and which stories to read. Children show

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need to do better?

31 March 2025 increasing confidence as a result. n Children are learning about their community. They visit and explore a range of local features, such as parks, shops and woodland. The childminder introduces a range of experiences, such as pond dipping and learning about the role of doctors. n The childminder helps children to learn about a range of cultures and festivals, such as Diwali. Children are developing an awareness of similarities and differences through a range of resources and books. However, the childminder has not gathered cultural information about the children who attend in order to help them in developing an understanding of their own heritage and what makes them unique. n Parents speak very highly of the childminder. They feel well informed about the time children spend with the childminder and the progress they make. They comment how children have excellent bonds with the childminder because of her

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need to do better?

loving and nurturing ways. n The childminder works in partnership with other providers to capture a full picture of how children are progressing. She uses this in combination with her own assessments and those of parents to identify the progress children make and plan the next steps in their learning and development. n Children are supported to learn about safety. They enjoy a range of experiences that help them manage their own boundaries. For example, they balance on logs and climb on tree stumps, helping to develop their awareness of risk and safety. n The childminder has a good idea of her provision and is clear about what she wants for children. She uses networking opportunities with other childminders to regularly discuss early years topics and ideas. She attends a range of training to keep her own knowledge and skills up to date.

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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 support children to develop an awareness of similarities and differences that help them learn about their personal heritage and what makes them unique.

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Setting details

Unique reference number EY480057 Local authority Hertfordshire Inspection number 10375750 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 4 Date of previous inspection 1 May 2019

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Information about this early years setting

The childminder registered in 2014 and lives in Bishops Stortford. She operates from 7.30am to 5.30pm, Monday to Thursday, all year round, except for bank holidays and family holidays. The childminder provides funded early years education for all eligible children.

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Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. n The childminder spoke to the inspector about 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 was having on children's learning. n Parents shared their views of the setting with the inspector.

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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

31 March 2025 31 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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