Childminder EY298450

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 has created a safe and stimulating environment for young children. She places a high priority on supporting children's independence. She knows when to stand back to allow children to persevere and solve problems. This helps children to gain new skills and develop a sense of achievement.

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The provision is good

The childminder has developed close bonds with the children in her care. She observes each child very closely and is responsive to their individual needs. She recognises when they are hungry, sleepy or frustrated and offers the support they need. This means that children feel very safe and secure. The children show high levels of emotional well-being. For example, they enjoy cuddles with the childminder and fall asleep contentedly in her arms. Overall the childminder supports children's behaviour well. She encourages children to use good manners and helps them to respect the toys and environment.

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The provision is good

The childminder has high expectations for every child in her care. She has a thorough knowledge of each child's starting points. She gathers detailed information from parents and uses curriculum guidance to monitor children's development. She plans activities that are based on children's interests and needs, which helps them to make progress in their learning.

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need to do better?

n The childminder has developed a curriculum that helps children to learn across all areas of learning. She recognises the importance of developing children's physical skills in preparation for later writing. Children develop their hand strength and coordination as they roll play dough and complete simple puzzles. The childminder uses daily routines as an opportunity to support children's mathematical knowledge. For example, they count the number of children at register time. This helps children to experience number in a meaningful context. n The childminder supports children to develop a love of reading. For example, she reads books and sings songs to children while they are eating their snack. Children listen carefully to the childminder and repeat the words that they hear. They join in with the actions of songs enthusiastically. They clap and cheer at the end of the story and ask for it to be read again. Children have favourite

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need to do better?

books that they choose to look at independently. n The childminder has developed strong partnerships with parents and regularly seeks their views on her practice. Parents are highly complimentary about the care that the childminder provides. They say that she goes 'above and beyond' and helps children to 'flourish'. They particularly appreciate the wide range of groups that the childminder attends with children. They value the regular information that they receive about their children's progress.

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need to do better?

7 November 2019 n The childminder provides children with daily opportunities for fresh air and exercise. They visit local playgroups, go to the library and play in the childminder's garden. The wide range of activities supports children's social skills. Children display confidence, and they are friendly and welcoming to the new people that they meet. n The childminder knows the children in her care very well and is able to support their individual needs. She values and respects their different personalities and unique characteristics. For example, she describes how one child likes their coat done up in a very particular way. n The childminder has a strong commitment to her own professional development. She has completed a wide range of additional training to support her work with young children. However, although the childminder has used her training to make some changes, she has not identified clear areas for improvement that will

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need to do better?

raise her practice to an even higher level. n The childminder has established clear routines that the children are familiar with. Children know what to expect and what they need to do at different times of the day. For example, at the beginning of the day, the childminder gathers the children together for a register time. This supports children's sense of security and belonging. However, the childminder does not always give clear explanations that help children to understand the rules and expectations. This means that children do not always know how to improve their behaviour.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has effective procedures in place to help keep children safe from harm. She has regular safeguarding training and knows what she needs to do if she has concerns about a child in her care. The childminder has a robust knowledge of the signs and symptoms of abuse and an understanding of how to keep children safe from radicalisation. The childminder has taken additional steps to ensure her home environment is safe by undertaking a fire risk assessment with the fire brigade.

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should:

n use clear explanations to help children understand the rules and expectations of the setting n identify clear priorities for improvement to raise the quality of the provision to an even higher level.

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Setting details

Unique reference number EY298450 Local authority Hertfordshire Inspection number 10063572 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 2 Total number of places 6 Number of children on roll 4 Date of previous inspection 14 July 2015

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Information about this early years setting

The childminder registered in 2005 and lives in Hemel Hempstead. She operates all year round from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder is registered to provide funded early education places for two-, three- and four-year-old children.

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Inspection activities

n The inspector and the childminder walked around the childminder's home to understand how the early years provision and curriculum are organised. n The inspector looked at a sample of the childminder's documentation. n The inspector took account of the written feedback from parents. n The inspector and the childminder took part in joint observations of children at play to evaluate the learning taking place. n The inspector observed the daily routines and the interactions between the childminder and children.

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Inspection activities

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

7 November 2019 7 November 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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