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 Outstanding

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The provision is good

Children settle quickly with the childminder and demonstrate that they feel happy, safe and secure. They naturally include the childminder in their play and discussions. The childminder gathers thorough information from parents so that she understands children's level of development when they first start attending. She has high expectations and continuously notes children's interests and development. She uses this information well to offer children play opportunities that support them to build on their skills and learning. For example, young children practise using scissors by cutting through coloured dough. They then remember what they have learned when the childminder later encourages them to cut paper, and they happily persevere with this task.

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The provision is good

The childminder helps children to understand their development and they show pride in their achievements. They enjoy looking through photographs, eagerly noting how much they have learned. This helps to build children's confidence and their positive attitudes to learning. Children show that they recognise right and wrong. The childminder helps them understand their behaviour and emotions and how this affects others. Children are confident and happy to help. For example, they clear the table in preparation for snack time and put away the dough and tools they have been using.

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need to do better?

n The childminder understands each child and ensures that she offers them experiences that aid them in developing the skills that support their ability to learn. For example, she offers them regular opportunities to interact with other children in group situations. These opportunities contribute to children's growing awareness of how to work cooperatively and to respect the needs of others. n The childminder has effective procedures to work in partnership with other childcare settings. She builds good partnerships with parents and communicates well to keep them informed of their children's activities and to support parents in extending their children's learning. Parents comment positively about the childminder and feel she is supporting their children to make good progress. n Children enjoy finding out about different cultures and countries and the childminder supports this well. She helps children extend their knowledge of

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need to do better?

their local area and the wider world. Children look at atlases and note the locality of different countries. Older children make maps of the local area, remembering the neighbouring towns. They use their mathematical knowledge as they write the road numbers. n The childminder supports children's enjoyment of books and reading. Children have easy access to a good range of books and frequently help themselves to these. For example, young children choose a book and handle it confidently as

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need to do better?

28 October 2019 they pretend to read to the childminder. They giggle as they follow the illustrations in the book and pretend to waddle like a penguin. n The childminder shows a genuine interest in children's contributions and encourages their involvement in discussions. She knows the children well and introduces topics that interest them. Younger children smile as they describe a rainbow. Older children enjoy talking about a forthcoming holiday. The childminder introduces new vocabulary, for example, when reading with children. She checks that children understand the new words and can use them. n Children enjoy helping with tasks and the childminder encourages their growing independence and their understanding of how to keep themselves healthy. For instance, children help wipe the table before eating. They talk about making sure that there are no germs before they put food on the table. The childminder

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need to do better?

also explains why it is important to have fresh air and exercise each day. n The childminder encourages children to explore. For example, they mix paints to make new colours and enjoy finding shells and pebbles hidden in the sand. However, she does not always make the best use of opportunities that support children in learning to think critically and solve problems as they arise during their play. n The childminder does not consistently make the best use of professional development opportunities to help extend her knowledge of teaching and learning to the highest level.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder maintains a good knowledge of safeguarding and child protection. She refreshes her safeguarding training and talks about this area of work with other professionals. This helps raise her awareness of any local issues. The childminder understands how to identify and report any concerns about children's welfare. She has a secure knowledge of the risks posed to children by exposure to extreme views or practices. She fully understands the potential risks when accessing the internet and helps children to understand how to avoid these and keep themselves safe.

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should:

n enhance the opportunities that aid children in thinking critically and solving problems as they arise during play n focus professional development more effectively to help raise the quality of teaching to the highest level.

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Setting details

Unique reference number EY319415 Local authority Hertfordshire Inspection number 10127148 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 2 to 7 Total number of places 6 Number of children on roll 4 Date of previous inspection 5 September 2013

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Information about this early years setting

The childminder registered in 2005 and lives in Hertford. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. She provides funded early education for three- and four-year-old children.

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Inspection activities

n The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning. She carried out a learning walk with the childminder to understand how the early years provision is organised. 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 the childminder's self-evaluation and viewed a range of other documentation, including the safeguarding procedures. n Written feedback from parents was looked at and the inspector took account of their views.

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Inspection activities

28 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

28 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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