Childminder EY236025

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 embraces each child's uniqueness. She carefully considers their background experiences and plans a range of meaningful activities to build on what they already know and can do. For example, she introduces young children with limited experience of books to the enjoyment of sharing a story and regular visits to the library.

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The provision is good

The childminder has high expectations for children and what they can achieve. She welcomes their views and empowers them to help make decisions as she reflects on her provision. For instance, children have each written a list of the food they would like her to include in the new vegetarian menu she plans to provide.

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The provision is good

Children have plenty of opportunities to learn outdoors and develop care and concern for nature and the environment. They explore the childminder's garden, plant vegetables to eat and learn about recycling. Children show wonder as they observe the local wildlife, such as the family of squirrels that regularly come to visit. They become animated as they detail and show off the insect hotel they have made.

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The provision is good

Children show that they feel safe and secure in the childminder's care and quickly become familiar with the daily routines. They develop good social skills and build relationships with other children based on fairness and respect.

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need to do better?

n The childminder draws on her many years of teaching experience and uses a range of ways to continually update her knowledge and skills. She has completed recent training courses that enable her to look more closely at the different ways children learn and work even more effectively with parents. n The childminder closely monitors the curriculum to ensure children make good progress across all areas of learning and develop the necessary skills that they require in readiness for school. She fosters children's creativity through the activities that she provides and encourages them to initiate their own ideas. n The childminder introduces children to new play experiences and demonstrates the different ways resources can be used. For example, children concentrate as they use blocks to create simple structures. They use a blanket and chairs to enhance their role play and set up an imaginary shop. n Children who speak English as an additional language are eager to experiment

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need to do better?

with sound and attempt to say new words. The childminder warmly values and follows their non-verbal expressions, such as a preference to be tickled to indicate praise. She successfully works with an interpreter to involve parents in children's learning.

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need to do better?

24 October 2019 n The childminder uses a range of strategies to support children through times of change and promote their emotional literacy. For example, children help to take care of the childminder's toy cat who, at times, 'feels very sad'. This helps them begin to work through and manage their emotions. n The childminder encourages children to become independent in their self-care and shows skill and sensitivity in the level of support that she provides. On collection from nursery, children show intense concentration as they dress themselves and change out of their school uniform. n Children show a real sense of belonging in the childminder's home. They confidently talk about their work on display and share photographs of themselves and the other children. Older children describe themselves as 'good', 'kind', 'silly' and 'strong' and detail their career ambitions of a marine biologist, footballer or spy.

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need to do better?

n The childminder promotes children's ability to identify and manage risk. For example, children recognise that they are not allowed to access cupboards that display a stop sign, and they know how to use gardening tools safely as they dig for treasure outdoors. n Parents are very happy with the care the childminder provides and especially like the wide range of craft tasks their children have access to. They say the childminder has clear expectations of the children in her care, which allows them to flourish in a safe environment. n Despite some initial attempts, the childminder has not managed to establish effective links with staff from other settings children attend, or other professionals involved in supporting children's care. This does not always promote a consistent approach to children's ongoing development.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a secure understanding of child protection issues and regularly completes training to help refresh and update her knowledge. She is aware of the signs and symptoms that may identify a child who may be at risk of harm. The childminder knows the correct reporting procedures to follow if she has any concerns for children's welfare or if an allegation is made against any member of the household.

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should:

n strengthen partnership working with other settings that children attend, and any professionals involved in their care, from the earliest opportunity, in order to support a more consistent approach to children's ongoing development.

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Setting details

Unique reference number EY236025 Local authority Hertfordshire Inspection number 10063686 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 3 to 10 Total number of places 6 Number of children on roll 9 Date of previous inspection 20 May 2016

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Information about this early years setting

The childminder registered in 2003 and lives in Hitchin. She operates all year round from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder is registered to provide funded early education for two, three- and four-year-old children.

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Inspection activities

n The inspector observed the quality of teaching during activities, indoors and outdoors, and assessed the impact this has on children's learning. n The inspector discussed the curriculum with the childminder and completed a joint evaluation of the activities that she provides for children. n The inspector held a number of discussions with the childminder. She looked at relevant documentation and evidence of the suitability of persons living in the household. n The inspector spoke to children during the inspection and listened as they helped the childminder to provide a tour of the garden. n The inspector took account of the views of parents through written feedback provided.

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Inspection activities

24 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

24 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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