Heather Loretta Anne

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

The childminder supports children to explore the environment using a range of senses. Children listen carefully to the noises they hear and respond excitedly. For example, they make the noises of police cars. They curiously explore different textures during sensory activities. The childminder talks to them about what the shaving foam smells like as they play.

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The provision is good

Children settle well with the childminder. They play alongside one another happily and confidently. They form friendships with other children and eagerly invite them to join in with their play. For instance, children greet their friends enthusiastically as they arrive for the day. They instantly start playing together.

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The provision is good

All of the children respond appropriately to the childminder's high expectations. They have positive attitudes to their learning and remain focused as they play. Children persevere at activities, such as when they climb up the steps of the slide. The childminder praises them for their efforts, which helps to motivate them. She reminds them to sit down before they go down the slide and they follow her instructions without hesitation. Children smile as they reach the end of the slide and return to repeat the activity again with enjoyment.

p.2

need to do better?

n The childminder places a strong emphasis on her professional development. She completes training that relates to the individual needs of the children she cares for. She regularly networks with other professionals, such as local childminders. This helps to ensure that her knowledge is kept up to date. n Children form strong bonds with the childminder. They turn to her for guidance and reassurance when they need to. She responds to their needs kindly and gently. For example, the childminder recognises when toddlers become tired and supports them to settle themselves for a sleep. n Children make good progress with the childminder. This includes children who speak English as an additional language. The childminder supports them effectively to develop their understanding of English. She introduces new words, which helps to broaden their vocabulary. For instance, she provides them with a narrative to their games as they play.

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need to do better?

n The childminder keenly incorporates regular outings into her curriculum. She recognises the benefits that these experiences can offer to children. For example, she takes children to the zoo so that they can gain first-hand experiences of animals. The childminder attends local playgroups with the children, which helps them to build on their social interactions with others even further. These experiences support children to prepare for their future. n Children confidently develop their physical skills through a variety of fun learning

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need to do better?

20 September 2019 experiences. They ride bikes and other ride-on toys with increasing levels of control. The childminder supports those children who are still developing their coordination. She skilfully builds a sense of anticipation for them as they play. For instance, children wait patiently until the childminder says, 'Go', before they start to move the bikes. n Parents are complimentary about the service the childminder provides. They feel that they are kept well informed about their children's progress. The childminder seeks their feedback to enhance her provision further. She shares information with them, which helps them to build on their children's learning at home. n The childminder considers children's individual stages of learning. She provides further levels of challenge when needed. For example, she offers children more challenging jigsaw puzzles when they are ready to complete them. The

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need to do better?

childminder has a range of resources on offer for the children. However, children are not always provided with enough opportunities to independently select resources from the range that is on offer. n The childminder knows the children she cares for well. She gathers valuable information from parents before children start, such as finding out about their cultural backgrounds. Despite her gaining this information, the childminder does not use it effectively enough to support children to celebrate other cultures that are relevant and important to them.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder is aware of the signs to look out for in regards to potential safeguarding issues. She is aware of what to do if someone makes an allegation against her or a member of her household. She keeps up to date with information, such as any changes to the local safeguarding service. The childminder is aware of how to raise any safeguarding concerns she may have. She keeps relevant information, including a range of policies, to help her to follow the appropriate processes swiftly, if needed. This supports the childminder to keep the children in her care safe.

p.3

should:

n enable children to self-select more freely from the resources on offer so that they can build on their independent learning experiences even further n enhance opportunities for children to develop their understanding of other cultures and communities, especially those that are of personal relevance and importance to them.

p.3

Setting details

Unique reference number 129619 Local authority Hertfordshire Inspection number 10106177 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 1 to 2 Total number of places 6 Number of children on roll 3 Date of previous inspection 1 June 2015

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Information about this early years setting

The childminder registered in 1996 and lives in Hemel Hempstead. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an early years qualification at level 3.

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Inspection activities

n The inspector had a tour of the premises and considered the suitability of the areas of the home used for childminding. n The inspector observed the quality of the childminder's interactions with the children. She considered the impact of the childminder's teaching on children's learning. n The inspector read feedback from parents and held discussions with them. She took their views of the childminder's service into consideration. n The inspector spoke to the childminder, children and members of the household at appropriate times throughout the inspection. n The inspector looked at documentation relating to the suitability of the members of the household. She also looked at the childminder's safeguarding policy and certificates relating to training she has completed.

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Inspection activities

20 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

20 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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