Davies Lucy

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

All children happily explore the learning environment independently. This includes babies, for example, who crawl around the garden. Babies are reassured by the childminder's presence. They check in regularly with her as they play. This helps them to feel safe and secure.

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The provision is good

Older children know what resources are on offer and freely move the toys between the house and the garden. This supports their ability to remain focused and engaged as they learn. The childminder accurately plans activities for children to build on their previous learning. For example, they make pitta-bread pizzas using toppings that they helped the childminder to choose earlier.

p.2

The provision is good

Children have a clear understanding of the childminder's high expectations for their behaviour. As a result, they behave kindly towards one another. They share toys and older children show care and concern for babies. For instance, outside, they cover babies up with a blanket so that they do not get cold.

p.2

The provision is good

The experienced childminder has a clear vision for the service that she provides. Children are encouraged to understand initiatives that mean a lot to the childminder, such as the importance of recycling and looking after the environment.

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need to do better?

n The childminder has a robust settling-in process. As a result, children settle quickly and form trusting relationships with her. For example, she visits the children and their families in their own home. This helps the childminder to prepare relevant activities and resources that will support each child to gain the knowledge and skills they need to become successful and motivated learners. n The childminder works closely with the parents to support the children effectively. They work collaboratively to increase children's levels of independence, such as by dealing with their own personal care needs. The childminder encourages parents to build upon their children's learning at home. For example, she has a library system where children can take their favourite books home with them and share them with their families. n The childminder extends children's vocabulary well. Children follow her clear instructions. For instance, she explains to children how to sprinkle the cheese on

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need to do better?

top of the food they make. However, the childminder does not always use questioning effectively enough to encourage children to share their views and opinions with others. n The childminder thoughtfully supports children's imaginative play. For example, she provides empty cardboard boxes for children to use. Older children pretend

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need to do better?

18 September 2019 that a box is a crib for their baby dolls to sleep in. Babies curiously investigate upturned boxes and explore the different sounds they can make with their hands and drum sticks. n Children develop a real passion for books and reading with the childminder. They enjoy listening to familiar stories and react enthusiastically to the childminder's engaging reading style. Babies listen with interest to the childminder and older children as they excitedly join in with the repeated phrases in the books. Older children then attempt to retell their favourite stories independently. n The childminder has a firm understanding of the different stages of children's development. She is aware of the skills that children need to master before they move on with their learning. For instance, she supports children to understand the number each object represents before she expects them to accurately count

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need to do better?

objects to a higher level. n Children access a range of fun opportunities to develop their physical skills and muscles. For instance, older children persevere as they play games together, throwing the ball and using rackets. This helps them to develop their hand-to- eye coordination. Babies shake bells and smile at their achievements when they hear the noise the bells make. n Children are all offered opportunities to explore the wider community. They attend local playgroups, such as the weekly playgroup the childminder runs. This helps them to develop their social skills further.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a firm understanding of how to recognise the potential signs that a child may be at risk of harm. This includes the signs of possible radicalisation. She is aware of how to raise her concerns to the relevant authorities. The childminder ensures that she keeps relevant training up to date. She is aware of any changes or updates relating to safeguarding. This supports her to keep the children in her care safe at all times.

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should:

n enhance the use of questioning during children's learning experiences to support them to share their existing knowledge and own experiences with others more freely.

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Setting details

Unique reference number EY265828 Local authority Hertfordshire Inspection number 10067203 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 0 to 9 Total number of places 6 Number of children on roll 9 Date of previous inspection 25 April 2016

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Information about this early years setting

The childminder registered in 2003 and lives in St Albans. She provides care from 7am to 5.30pm, Monday to Friday, all year round, excluding bank holidays and family holidays. The childminder holds an appropriate qualification at level 5. The childminder receives funding for the provision of free early education for children aged three years.

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Inspection activities

n The inspector had a tour of the childminder's home and considered the suitability of the areas used for childminding. n The inspector observed the childminder's interactions with the children. She considered the impact of the childminder's teaching on children's development. n The inspector looked at evidence of the suitability of those living on the premises. n The inspector held discussions with the childminder and the children at appropriate times throughout the inspection. n The inspector read written feedback and comments from parents. She took their views into consideration.

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Inspection activities

18 September 2019 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

18 September 2019 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

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