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 Requires improvement

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The provision is good

Children settle quickly and demonstrate they feel secure in the care of the childminder and her assistants. They choose where to play and what they want to play with and use the extensive space available to them very well. Children play together cooperatively and their behaviour is good. They show a good understanding of how to share and take turns.

p.2

The provision is good

The childminder and her assistants understand how physical activity benefits children's health and well-being. They provide many opportunities for visits to parks and for active play in the garden. The childminder is aware of children's interests and adapts equipment to help them engage in play. For example, she provides goalposts when children are interested in football. At other times, she uses these to make dens, supporting children's imaginative play.

p.2

The provision is good

Children enjoy helping the childminder, such as when they eagerly tidy away toys they have finished playing with. She helps them to understand how to keep themselves safe. For example, the childminder talks to children about how hay and oats on the floor could be slipping hazards. Children respond positively, such as using a brush and dustpan to sweep the floor.

p.2

need to do better?

n Since the last inspection, the childminder has reviewed her daily routines. She ensures that children are not left in the care of assistants for more than two hours. The childminder and her assistants deploy themselves well, which helps them to supervise children effectively when they choose to play in different rooms. n The childminder and assistants use their knowledge of children to tailor their care and teaching to their individual needs. They plan activities based on children's next steps in learning and this helps them to make good progress. n Children engage well in play and planned activities, and demonstrate their developing skills. For example, they concentrate well as they work out how to open small scoops with a scissor movement. Children show good hand-eye coordination as they fill up small pots with oats. n The childminder and her assistants teach children well through their interactions

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need to do better?

with them. For example, they model counting to younger children as they play. The childminder encourages older children to think of what number comes next and to understand 'more' and 'less' as they play with conkers. n The childminder uses a key-person system to support the large number of children who attend her setting. Her assistants are highly experienced and use their expertise well. Children quickly build up strong attachments to their key person and seek them out for support and reassurance. This supports children's

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need to do better?

14 October 2019 emotional well-being. n Children enjoy sharing books with the childminder and her assistants. They show an interest in pictures and listen well to stories being read to them. Children readily choose to look at books independently and handle them correctly. n Parents speak positively about the childminder and her assistants. They say their children receive nurturing care and are very happy to attend. Parents say the childminder keeps them up to date on children's learning and development. This helps them to support their learning at home. n The childminder and her assistants quickly identify where there are emerging gaps in children's learning. For example, they support children who speak English as an additional language effectively, to make rapid progress and to be ready for their future learning. n The childminder has good procedures in place to monitor the practice of her assistants. They have regular discussions and look at their ongoing professional

p.2

need to do better?

needs. The childminder uses training courses and research to extend her own and her assistants' knowledge and teaching skills. n The childminder and her assistants know children well. However, they do not always gain sufficient information from parents on children's early experiences and what they can already do when they start to attend. This results in children's starting points in learning not being identified from the outset.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder and her assistants have a good understanding of how to recognise and respond to any signs of abuse or extremist behaviour. They are aware of how to pass on concerns to the relevant agencies in the local area. All adults hold a relevant first-aid qualification. This helps them to keep children safe, such as when they are on school runs or visits to parks. The childminder and her assistants undertake safeguarding training and regularly reflect on their policies and procedures.

p.3

should:

n gain more information from parents on what children can already do when they start to attend, in order to swiftly build on their previous learning and experiences.

p.3

Setting details

Unique reference number EY413918 Local authority Hertfordshire Inspection number 10080962 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 10 Total number of places 12 Number of children on roll 49 Date of previous inspection 18 September 2018

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Information about this early years setting

The childminder registered in 2010 and lives in Bushey, Watford. She operates all year round from 6.30am to 7.45pm, Monday to Friday, except for bank holidays and family holidays. She works with three assistants at various times. One of the assistants holds an appropriate qualification at level 3.

p.4

Inspection activities

n The inspector looked at the areas of the childminder's home that she uses with children and discussed how she operates her practice. n The inspector observed the childminder and her assistant joining in activities with children and discussed the learning that was taking place with them. n A sample of policies and procedures was looked at by the inspector, which included documents relating to safeguarding and complaints. n The inspector discussed the needs of individual children with the childminder and talked with her about the progress they are making. n The inspector took into account the written views of parents and discussed the childminder's reflections of her practice with her.

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Inspection activities

14 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

14 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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