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 Not applicable

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The provision is good

Children spend their time purposefully in the childminder's care. They are happy and settled. The childminder promotes children's learning. She plans activities and experiences that interest children. The childminder's curriculum helps children to engage in what they enjoy and prepares them for their next stage of learning, although the childminder misses some opportunities to enhance children's mathematical learning.

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The provision is good

The childminder speaks clearly to children. She models and introduces new vocabulary to their play. The childminder asks open-ended questions to extend their thinking further. For example, during a dinosaur activity, the childminder encourages children to talk about what they know and have learnt. She praises and acknowledges their vast knowledge, and this motivates them. However, the childminder does not always offer the highest challenge to the most-able children in her care.

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The provision is good

The childminder provides a welcoming environment and her resources support children's continued learning. Children are independent. They make choices about their play. The childminder implements clear procedures to keep children safe. For example, during play and on outings, she supports children to understand and assess risk. This helps children to keep themselves safe.

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need to do better?

n The childminder has high expectations for children's behaviour and conduct. She is a good role model, speaking gently and calmly to the children in her care. Children show care and concern towards other children. The childminder recognises this and comments on how well children share and take turns. This promotes children's personal, social and emotional development. n Children listen attentively as the childminder reads to them. They have easy access to books and make choices about the stories they read alone or together. Children enjoy singing. For example, during their imaginative play, they sing to their baby dolls, having wrapped them up gently for a sleep. The childminder praises children for their wonderful singing. This promotes children's self- confidence. n The childminder encourages children to develop healthy lifestyles. She provides children with a good balance of healthy snacks and meals. The childminder

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need to do better?

supports children to learn good manners. Mealtimes are social opportunities that encourage children to eat together. Children are physically active. The childminder plans daily opportunities to extend children's physical development. For example, children comment on the fun they have at the soft-play activities they attend.

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need to do better?

3 October 2019 n The childminder has a good understanding of children's backgrounds and families. She helps children to learn about the wider world. For example, during visits to the local farm, the childminder supports children's curiosity to learn about particular animals and the places they inhabit. n Children are motivated. They dress and undress their dolls and pretend to feed and care for them during their play. The childminder supports the children to count different items as the play imaginatively. She acknowledges that sometimes she misses the opportunity to promote children's further understanding of mathematics in everyday situations. n The childminder communicates well with parents about their children's progress and she supports them to build on their children's learning at home. Parents speak positively about the childminder. They give her regular feedback and state that their children are happy and developing well in the childminder's care.

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need to do better?

However, the childminder does not make strong links with other settings to enable a shared approach to children's care and learning. n The childminder is proactive in keeping her knowledge up to date. She regularly attends online webinars and networking opportunities with other providers. This helps her to share good practice and identify further ways that she can improve her teaching. As a result, the childminder is able to evaluate and improve her own practice. n The childminder does not always adapt her teaching to effectively challenge the older, most-able children during adult-led activities.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder demonstrates a good knowledge and understanding of how to protect the children in her care. She is able to identify children that might be at risk of harm. The childminder knows the procedure to follow if a child is at risk or if there are wider safeguarding concerns. The childminder's home is secure. She carries out daily checks to ensure that children can play safely. During outings, the childminder risk assesses the places they visit and carries emergency contact details for herself and the children in her care. This protects children's welfare in an emergency situation.

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should:

n adapt teaching to provide appropriate challenge for the most-able children n extend opportunities for children to develop their understanding of mathematics during everyday activities and experiences n strengthen partnership working with other settings to fully support and compliment children's care and learning experiences.

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Setting details

Unique reference number EY545226 Local authority Hertfordshire Inspection number 10100269 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 6 Total number of places 6 Number of children on roll 9 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2017 and lives in Welwyn Garden City. She operates Monday to Friday from 7.30am until 6pm, all year round, except for bank holidays and family holidays.

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Inspection activities

n The inspector observed the quality of teaching during activities indoors and assessed the impact this has on children's learning. n The inspector talked with children and the childminder at appropriate times throughout the inspection. She reviewed an activity with the childminder. n The inspector looked at evidence of the suitability of household members. She discussed with the childminder how she evaluates her practice and viewed some documentation, including the childminder's first-aid qualification. n The inspector carried out a learning walk with the childminder to discuss and understand how the early years provision is organised. n The inspector viewed written feedback from parents and took account of their views.

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Inspection activities

3 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

3 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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