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

The childminder's home is warm and welcoming. Children develop strong, caring relationships with the childminder, her family and each other. They demonstrate that they feel at home and are comfortable and relaxed with the childminder. They soon become familiar with the routines and they develop their independence well. For example, they tell the childminder when they are hungry. Toddlers confidently eat their snack and hold their cup.

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The provision is good

The childminder is a good role model and children behave well. She encourages good manners and supports children to learn social skills. She often gives them praise, which boosts their confidence and self-esteem. The childminder makes use of all opportunities to build on younger children's early language skills. For example, she helps children to learn the correct pronunciation of words when talking to them. Children enjoy singing and rhymes, and listen attentively to stories.

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The provision is good

The exciting range of resources and activities reflects children's needs and interests. Children make good progress in all areas of their learning. The childminder ensures that each child is appropriately challenged. She knows what they can do well and what they need to learn next. Children concentrate well during their play. For example, they enjoy looking after their dolls, giving them bottles, dressing them and putting them to bed.

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need to do better?

n The childminder is well qualified and experienced. She clearly enjoys her role. She makes good use of all training and development opportunities to extend her knowledge and skills. She often meets with other childminders to share knowledge and ideas. The childminder's self-evaluation is effective. She accurately identifies the strengths of her provision and aspects she would like to improve. n The childminder encourages children to have healthy lifestyles. For example, they use good hygiene routines and enjoy eating fruit at snack time. Children play outside every day in the childminder's large garden. They make dens, dig in the mud and have fun splashing in puddles. The childminder allows children to take supervised risks in their play. She supervises them as they learn how to ride on a scooter and climb up the steps of the slide safely. n Children have opportunities to socialise with other children and adults. The

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need to do better?

childminder arranges trips to the library, music sessions and local playgroups. Children learn to play with others in group activities. n The childminder uses the natural environment to extend children's learning. Children go on walks to collect leaves and conkers and use these in their

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need to do better?

21 October 2019 activities. They enjoy counting the conkers and exploring the colours and textures of the leaves. n Parents say that they are very happy with the care the childminder provides for their children. They describe her as being 'professional', 'responsible' and 'reliable'. Parents particularly like the outdoor activities their children take part in. They appreciate the healthy meals provided by the childminder. n Children develop a love of books. They can access their favourite books from a low-level book stand. They enjoy listening to stories read by the childminder. She asks them questions to encourage them to think. For example, in a story about bees, she asks them what noise they make. Children have fun making 'buzzing noises'. n The childminder supports children in developing their early mathematical skills. Children print different shapes using potatoes. They excitedly recognise the shapes they make when using cutters in the play dough. Children often sing

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need to do better?

number songs and rhymes. They count and use mathematical language as they play. For example, they enjoy filling and emptying containers with coloured rice. n The childminder encourages children to develop their understanding of the wider world. They learn about people who help them, such as the dentist and the farmer. Children enjoy visiting the farmyard, where they can see the animals and sit on a tractor. n The childminder gathers information from parents about children's care needs before they start. However, she does not consistently obtain detailed information about children's existing skills and abilities, to enable her to plan and build on their learning right from the start.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has completed relevant training and is aware of her role in keeping children safe. She knows the action to take if she is concerned about a child's well-being. The childminder has policies and procedures in place that underpin all aspects of her practice. She demonstrates a good awareness of wider child protection issues, such as radicalisation and online safety. The childminder supervises children well. She carries out thorough risk assessments of all aspects of her provision. This helps to identify and minimise any potential hazards to children.

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should:

n gather more detailed information about the skills and abilities children already have when they first start, and use this information to plan for each child's learning.

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Setting details

Unique reference number EY478106 Local authority Hertfordshire Inspection number 10076011 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 5 Number of children on roll 5 Date of previous inspection 1 June 2016

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Information about this early years setting

The childminder registered in 2014 and lives in Watford. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate childcare qualification at level 3. She provides funded early years education for two-, three- and four-year-old children.

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Inspection activities

n The childminder showed the inspector around the areas of her home that children access. They discussed how the childminder organises her setting and plans the curriculum and experiences for children. n The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning. The inspector and the childminder reflected on a learning experience for children. n The inspector held discussions with the childminder and children at appropriate times during the inspection. The inspector took account of the views of parents from written feedback provided. n The inspector looked at a sample of the childminder's documents. This included evidence of training and the suitability of those living on the premises.

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Inspection activities

21 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

21 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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