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 settled. They form strong relationships with the childminder and her assistant. They enjoy activities and achieve well. Younger children learn from older children. For instance, they listen intently as older children talk about the months of the year. Children who speak English as an additional language are well supported. For example, the childminder and her assistant share new vocabulary with them that relates to the activities they complete.

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The provision is good

The childminder and her assistant work highly effectively together. They constantly discuss children's progress and development. They talk to one another about activities, which helps them to plan and share ideas with each other. The childminder provides her assistant with support in her role, such as offering her training so that she can develop her practice even further.

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The provision is good

The childminder and her assistant accurately identify children's current stages of learning and understand how to extend this well. They set children appropriate challenges in their development and children respond positively. For example, children persevere as they try to climb up the outside play equipment. The childminder praises them, which helps to keep them motivated. They smile and laugh as they slide down the slide after achieving their goal.

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need to do better?

n Relationships with parents are strong. The childminder readily offers them ideas to support their children's learning and development at home. Parents are kept well informed about the progress their children make. They receive daily feedback on their child's time with the childminder, for example finding out what they have eaten and what activities they have completed during the day. n Children confidently build their hand-to-eye coordination and physical muscles. For example, they stack blocks into towers with interest. They receive clear guidance and instructions to help them solve any challenges they encounter. The youngest children demonstrate their skills to visitors confidently, for example showing them how they can stack cups on top of one another. n The childminder and her assistant support children in age-appropriate ways to develop their mathematical skills and vocabulary. Children learn to count

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need to do better?

accurately and name shapes. For instance, they count the number of objects as they play. Older children know to count each item in turn. Younger children observe closely and begin to point to objects during their play. The childminder's assistant introduces number names to them as they point, which helps them to understand the concept of counting. n The childminder and her assistant provide children with consistently high expectations for their behaviour. They are kind and gently remind children of

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need to do better?

1 October 2019 their expectations when needed. Children respond quickly and positively. As a result, children behave well and extend their ability to share and take turns. n Children learn to accept and respect others. They learn about cultures that are important to them, including relevant celebrations. The childminder recognises the importance of all children being treated equally. She provides all children with the same wealth of opportunities. n Older children are well prepared for the next stage in their learning. They are supported effectively to develop the ability to sit and concentrate on tasks, for example during their daily group learning time. Younger children also benefit from this. For instance, they sit and watch older children with interest. The childminder and her assistant skilfully differentiate activities, so that all of the children can participate. n Children develop a love of literature and rhymes. The childminder's assistant

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need to do better?

reads them a range of stories that interest them. Children listen carefully and participate, as they join in with repeated phrases. The childminder enthusiastically models actions to children, for example the actions to familiar rhymes. n Children develop the ability to complete tasks for themselves. For instance, younger children feed themselves independently at lunchtime. However, older children are not always provided with enough opportunities to complete age- appropriate tasks for themselves, such as helping to prepare the food at snack time.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder and her assistant have a firm understanding of the potential signs of abuse. They complete relevant training to help them keep their knowledge up to date. They implement their written policies effectively. The childminder and her assistant are aware of how to raise their concerns with the relevant authorities. They keep the correct contact information to hand to ensure that this can be done in a timely manner. They are aware of the process to follow if an allegation is made against either themselves, or another member of the household.

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should:

n make the most of opportunities for older children to complete age-appropriate tasks so that they can develop their independence even further.

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Setting details

Unique reference number EY274219 Local authority Hertfordshire Inspection number 10106283 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 1 to 11 Total number of places 12 Number of children on roll 10 Date of previous inspection 22 April 2015

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Information about this early years setting

The childminder registered in 2004 and lives in Borehamwood. She works with an assistant. The childminder operates all year round from 7am to 6.30pm, Monday to Friday, except for bank holidays and family holidays. She holds an appropriate early years qualification at level 3.

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Inspection activities

n The inspector was given a tour of the areas of the premises used for childminding indoors and outdoors. n The childminder and inspector jointly observed the practice of the assistant. They discussed the impact of teaching on children's development. n References from parents were reviewed by the inspector. She took their views into consideration. n The inspector interacted with the childminder, her assistant and the children at appropriate times throughout the inspection. n The inspector reviewed documentation including the qualifications and suitability of the childminder, her assistant and other household members.

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Inspection activities

1 October 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

1 October 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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