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 demonstrate that they feel secure and safe in the care of their nurturing childminder. They share jokes together and are affectionate towards one another, with children finding comfort in the childminder's reassuring presence. Young children in particular seek her out when in need of additional support or when tired.

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The provision is good

The childminder creates exciting experiences based on children's interests. Children remain engrossed in learning opportunities indoors, as well as in the large secure garden. The childminder supports this high level of engagement by ensuring that activities are well adapted to meet children's individual needs. For example, young children delight at stacking and knocking down colourful bricks. Their older friends explore the colours and shapes of these bricks while creating structures and comparing their heights.

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The provision is good

Children's safety is paramount. The childminder ensures that her environment is safe and that she has appropriate equipment that meets the needs of all children who attend. Furthermore, the childminder encourages children to identify ways in which to keep themselves safe. For example, children explain that they need to wash their hands before eating so that germs do not get in their stomachs and make them sick.

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need to do better?

n Relationships with parents are strong. Parents appreciate the detailed communication they receive about children's progress and the time they spend in her care. They comment on the close nurturing relationships the childminder establishes with children. Parents acknowledge how this supports children to feel secure in her care and look forward to attending her setting. n The childminder sequences children's learning well, building on what they already know and supporting them to achieve their next steps. She plans activities that encourage children to recall past learning experiences. By assessing their new knowledge, the childminder evaluates the effectiveness of her teaching. For example, children recently visited a farm. In her home, the childminder creates a farm role-play activity where children discuss the animals, the noises they make and their various features. n Children are confident communicators. They engage well with adults and other

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need to do better?

children and are keen to discuss their interests and ideas. The childminder encourages these discussions well by showing genuine interest and allowing children time to express their ideas. She introduces babies to new sounds and words during play. For example, they explore the 'spiky' grass and 'crunchy' cereal in a sensory activity.

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need to do better?

29 April 2025 n Relationships with other professionals involved in children's learning are strong. This is particularly evident when supporting children's transitions to school. The childminder builds close relationships with teaching staff. She invites them into her setting and shares her precise observations of children's progress. This collaborative approach supports children to settle well in their new environment and continue to make good progress. n The childminder provides opportunities for children to learn across all areas of her environment and during all routines. During mealtimes, children explore healthy eating by helping to prepare their food. They discuss mathematical concepts by counting and sorting their fruits. When learning is based in the garden, children navigate obstacles on scooters, explore sensory play and identify numbers and shapes in the environment. However, children will benefit

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need to do better?

from further opportunities to explore books and enhance their literacy skills outdoors. n Children demonstrate pride and determination in completing tasks independently. They put on their own coats and shoes and manage essential hygiene routines with minimal help. The childminder understands the need for children to master these skills prior to starting school. She provides them with plenty of time to practice, offering encouragement and praise. n Children generally behave well. They are kind and considerate, with older children helping their younger friends in tasks. The childminder provides children with opportunities to practise skills such as turn taking at the various group sessions they attend together. When there are disputes during play, the childminder is swift to intervene. However, she does not always support children to explore their emotions and the impact their behaviours have on others.

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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 enhance opportunities for children to develop their literacy skills in the outdoor learning environment n establish strategies that support children to better understand their emotions and the impact the resulting behaviours can have on others.

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Setting details

Unique reference number 149564 Local authority Hertfordshire Inspection number 10380479 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 11 Date of previous inspection 11 June 2019

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Information about this early years setting

The childminder registered in 1995 and lives in Codicote. She operates from Monday to Friday, from 7.15am to 5.30pm, during school term time. During school holidays she operates from Monday to Thursday, from 7.15am to 5.30pm. The childminder holds an appropriate qualification at level 3. She provides government funded care for all eligible children.

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Inspection activities

n The inspector considered the views of parents by reviewing feedback letters. n The inspector looked at a sample of relevant documents. n The inspector observed the interactions between the childminder and the children during activities. n The inspector observed the quality of teaching to assess the impact on the children's learning. n The inspector held discussions with the childminder about the monitoring of learning and development in the setting and tracked the progress of the children.

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Inspection activities

29 April 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

29 April 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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