Childminder EY427502

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 a strong ability to complete tasks for themselves. The childminder gives them clear instructions to follow, which further supports children to develop their independence. For example, she reminds children how to hold a knife properly so that they can cut fruit up at mealtimes. The skills children acquire and develop help to prepare them for the next stage in their learning.

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The provision is good

The childminder develops meaningful relationships with the children she cares for. As a result, children behave positively and know what is expected of them. The childminder offers children a range of opportunities to learn, based on their interests. For instance, she provides them with toys and books relating to their favourite characters. This helps children to remain focused and motivated as they learn through play.

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The provision is good

Children are well supported to explore and take risks safely. The childminder is aware of their physical capabilities and observes closely. As a result, children persevere when they climb. For instance, they try putting their feet in different holes as they move along equipment in the garden. The childminder praises children and encourages them. They smile and wave with delight when they reach the top.

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need to do better?

n The childminder supports children to develop their social interactions with others. For instance, she takes them on outings to local groups where they play alongside other children and build their confidence further. Children develop an age-appropriate understanding of sharing and taking turns with one another. n Parents are complimentary about the service that the childminder provides. They feel that their children are safe and secure. The childminder holds discussions with parents about their children before they start. This helps her to provide a carefully planned curriculum that supports each child's individual needs. n Children develop their hand-to-eye coordination and physical strength, such as when they use the trampoline outside. They bounce up and down with enjoyment. The childminder provides children with opportunities to make marks. For instance, they use cotton buds to dab paint onto tree pictures.

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need to do better?

n The childminder has organised the learning environment effectively and children find things quickly. Children keenly access the resources that are on offer. They also take part in tasks, such as tidying away at the end of activities. This helps to develop children's understanding of teamwork and being helpful members of the community n The childminder supports children's language development effectively. She introduces new words to their play. For instance, the childminder encourages

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need to do better?

27 September 2019 children to 'scrunch' and 'crunch' the leaves that they are exploring. She reads stories that interest children and makes links between children's experiences at home and her setting. For instance, the childminder provides books that children enjoy at home for them to read while they are with her. n The childminder places a heavy focus on supporting children's well-being. She ensures that children develop an understanding of the importance of good hygiene practices. For instance, they wash their hands before they handle food. The childminder encourages children to participate in preparing their meals, such as by making sandwiches at lunchtime. Children enjoy the range of healthy foods that the childminder provides them with. n Children enjoy completing tasks, such as sorting objects. They arrange conkers into bowls, taking their time as they place one conker in each bowl before repeating the process. The childminder incorporates mathematical language into

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need to do better?

activities, such as using number names when children play with conkers and leaves. However, she does not always support children enough to understand what each number represents. n The childminder speaks to children about what they are doing, providing them with a narrative as they play. They respond positively and remain engaged in the activities they complete. However, the childminder does not always use questioning effectively to support children to share their knowledge and ideas with her while they play.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder understands how to monitor children's welfare appropriately. She implements her written safeguarding policy effectively. The childminder is aware of the process to follow to report any concerns regarding a child's welfare. She has completed relevant training courses to help her keep her knowledge up to date. The childminder is alert and monitors children for possible signs of abuse and neglect. She also has a strong awareness of how to identify children who may be at risk of exposure to extreme views and behaviour.

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should:

n build on children's existing counting skills and understanding of what numbers represent to support them to extend their mathematical knowledge even further n develop the use of questioning so that children are supported more effectively to share their thoughts and ideas with others and build on their existing knowledge even more rapidly.

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Setting details

Unique reference number EY427502 Local authority Hertfordshire Inspection number 10070412 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 2 to 10 Total number of places 6 Number of children on roll 4 Date of previous inspection 14 January 2015

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Information about this early years setting

The childminder registered in 2011 and lives in Welwyn Garden City. She operates all year round from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a relevant qualification at level 2.

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Inspection activities

n The inspector had a tour of the premises and considered the suitability of the areas used for childminding. n The inspector observed the childminder's interactions with children. She considered the impact of these interactions on children's learning and progress. n Parents shared their opinions through written references, and the inspector took account of their views. n The inspector interacted with the childminder and children at appropriate times throughout the inspection.

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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

27 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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