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 takes children on regular outings to the park, soft-play centre and trampolining and swimming sessions. Children develop their physical skills. The childminder understands how to support children's speech and developing vocabulary. For example, she repeats key words to younger children. Older children sing action songs using a toy microphone. There are many fun and playful interactions. For example, the childminder sings the start of songs and children pretend to fall over. They have fun and laugh together. The childminder plays alongside children and extends their play. For example, she joins in playing with cars. She suggests they race them and see who can push them the furthest. Parents comment how caring and kind the childminder is and how children are treated as part of the family.

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The provision is good

Children are settled and happy to attend. They understand the consistently expected behaviours. For example, children sit on the floor and take their shoes off as they arrive. They are cooperative and willingly help to tidy up between activities. Children listen carefully to the childminder. They behave well and are happy to share toys and play alongside their friends. Children's confident behaviour shows they feel safe and secure in the care of the attentive childminder.

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need to do better?

n Partnerships with parents are effective. The childminder ensures she gets detailed information from when children start attending. She uses this information to ensure children's care and learning needs are met from the beginning. The childminder regularly reviews children's progress and next steps in learning with parents. n Children benefit from a varied curriculum. The childminder knows the children well, including their current abilities and interests. She uses this information to help her provide children with a good range of opportunities to help them achieve their next steps in learning. Children gather the skills and knowledge they need for school, or for their future learning. They make strong progress. n The experienced and qualified childminder makes the most of opportunities to develop children's mathematical skills. For example, she encourages older children to count the pieces of food in their packed lunches and work out how

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need to do better?

many will be left after they eat each piece. They check again and, using their fingers, they confidently show how many pieces there will be. The childminder uses praise well. Children are confident and develop a good attitude to learning. They enthusiastically join in with learning opportunities and are engaged in their play. n Children access books independently. They concentrate on turning the pages and methodically lift each flap and match it to the sound button. Children cuddle

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need to do better?

15 January 2020 up to the childminder to share stories. The childminder uses a variety of ways to engage children with books. This includes providing a variety of interesting books and ensuring children have access to favourite stories. Children learn to enjoy books and join in with repeated lines in stories. They develop their literacy skills. n Children enjoy painting, and they experiment with mixing colours together. The childminder lets them follow their interest. For example, they choose to paint their picture with colourful painted dots. The childminder introduces new words for children to use to describe the patterns they have made, such as 'multicoloured'. Conversation is constantly flowing between the childminder and children. However, at times, the childminder does not give children enough time to stop and think before she steps in with an answer. n Children have packed lunches provided by parents. The childminder teaches

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need to do better?

children about healthy food choices. She encourages them to eat the healthy foods provided. Children enjoy crunching carrots with their teeth. They learn about the natural world. They explain to the authorised visitor that bees make honey. n The childminder does not consistently make the most of opportunities in the daily routine to help older children become more independent in their self-care skills.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder demonstrates a clear understanding of how to identify children that may be at risk of harm. She attends relevant training to ensure her knowledge remains current and in line with local guidelines. The childminder understands her role and responsibilities in safeguarding children. She has an effective working knowledge of how to take swift action and how to report any safeguarding concerns. The childminder ensures visitors are not allowed unsupervised access to children. She also understands the procedure to take in the event of an allegation regarding her or anyone living on the premises.

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should:

n allow children enough time to think and respond to questions, to further develop their critical-thinking skills n improve the use of everyday and routine opportunities to further develop older children's self-care skills.

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Setting details

Unique reference number 129734 Local authority Hertfordshire Inspection number 10063514 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 9 Total number of places 6 Number of children on roll 4 Date of previous inspection 3 July 2015

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Information about this early years setting

The childminder registered in 1993 and lives in Bovingdon, Hemel Hempstead. She operates all year round, Monday to Friday from 7.30am to 6pm, except for bank holidays and family holidays. The childminder holds an appropriate early years qualification at level 3.

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Inspection activities

n The childminder and inspector looked around the childminding premises together. The inspector spoke to the childminder about how she arranges her early years provision and curriculum. n The inspector looked at the quality of teaching during activities, indoors and outdoors, and assessed the impact this has on children's learning. The inspector observed an adult-led activity and evaluated it with the childminder. n At appropriate times during the inspection, the inspector spoke to the childminder and children. n The inspector looked at relevant documentation and evidence of the suitability of adults living and working on the premises. The inspector held several discussions with the childminder. n The inspector took account of parents' views through written feedback during the inspection.

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Inspection activities

15 January 2020 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

15 January 2020 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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