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 are happy and comfortable in this setting. The childminder plans engaging activities that capture children's curiosity. For example, children look for rocks in the sand using large paintbrushes. This helps develop children's fine and gross motor skills. They eagerly brush off sand with big, wide arm movements. They show good control and coordination in both large and small movements. The childminder teaches children scientific vocabulary. She encourages children to describe the rocks they find. Children behave well during adult-guided activities and respond positively to the well-established routines. They listen to the childminder and use age-appropriate vocabulary.

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The provision is good

Children are excited to explore the learning environment. They enjoy water play and are encouraged to make decisions in their play. This supports their learning and helps them get ready for school. Children are keen to have a go and are beginning to show resilience and perseverance. Children work together to fill a bucket of water. The childminder helps children to work together and learn social skills. The childminder encourages children to clean up the pretend sea using tweezers. She teaches children to care for the world and uses a book to extend children's learning. She encourages children to keep active and develop their pincer grip. Children's concentration during adult-led activities is good.

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need to do better?

n Children listen to the childminder as she reads stories. They make eye contact and smile at her. The childminder asks questions while reading 'The Three Little Pigs'. This helps her check children's understanding of the story. The children develop their love for reading and enjoy becoming more familiar with traditional tales. n The childminder talks to the children about what they are doing. This makes routine activities more meaningful. For example, at mealtimes, children talk about where milk comes from and how it makes their bones healthy. The childminder introduces mathematical concepts as she talks about the position of dinosaurs and lizards. She encourages children to count and use number in their play. These interactions help to develop their communication and language skills alongside their understanding of number. n The childminder has good relationships with parents. She shares regular information about children's progress and their development. When she

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need to do better?

identifies concerns, she shares these with parents. Parents give positive feedback about the setting and report feeling respected. They say the early years curriculum is shared and well established in the setting. n The childminder plans for individual children's needs. She focuses on children's speech development and behavioural needs. She adapts the routine to meet

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need to do better?

16 June 2025 children's needs and interests. This helps keep children happy and engaged in learning. n The childminder promotes equality and diversity. She is respectful of different cultures and traditions, for example when children eat food with their hands like they do at home. This helps children feel settled and respected. n The childminder is aware of her own training and development needs. She attends regular training sessions to develop her practice. n The childminder meets other childminders in the park or at playgroups. This helps children build relationships and supports their social skills. This also helps develop children's self-confidence around new people. n The childminder keeps children safe. Her policies and procedures reflect this. She teaches children the importance of hand washing and supervises them when eating. Children are beginning to develop their independence and manage their

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need to do better?

own hygiene needs. n The childminder supports children's knowledge and understanding of the world. She asks lots of questions during adult-guided play. However, children have less time to get involved in imaginative child-initiated play where they develop their narrative. n Children show age-appropriate behaviours during play. The childminder supports children to overcome conflicts and helps them to share toys. Children are beginning to develop self-control during play. However, conflicts between children sometimes interrupt learning. This prevents deep engagement in imaginative play.

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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.

p.3

should:

n help children to develop their narrative during imaginative play to support their growing communication and language skills n develop strategies that help children solve conflict during play.

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Setting details

Unique reference number EY475001 Local authority Hertfordshire Inspection number 10399105 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 4 Date of previous inspection 20 November 2019

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Information about this early years setting

The childminder registered in 2013 and lives in Watford. She operates from 8am to 5.30pm, Monday to Friday, all year round, except for bank holidays and family holidays.

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Inspection activities

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, indoors and outdoors, and assessed the impact that this is having on the children's learning. n The inspector looked at relevant documentation and reviewed evidence of the suitability of adults working or living at the setting.

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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

16 June 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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