Childminder 129941

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

Children benefit from robust procedures to help them to settle when they start attending. The childminder adapts these to suit the needs of individual families. Children settle quickly and are offered plenty of reassurance and comfort. Babies enjoy frequent quality interactions. Children develop bonds with the childminder and her assistants. The childminder works closely with parents to support children's changing care needs and development. She and her assistants regularly review children's progress with parents. The key-person system is effective.

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The provision is good

The qualified and experienced childminder works closely with an established team of knowledgeable assistants. Parents comment what good role models they all are as they demonstrate polite behaviour and teach children about expected manners. Children learn to share with the support of the childminder and her assistants. For example, they offer toys to their friends. Behaviour is good.

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The provision is good

Children enjoy regular trips to a local park and other outings to learn about the natural world. The childminder has high expectations for all children and provides a range of suitably challenging learning opportunities to support their learning. Children are eager to join in activities and develop the skills they will need for the next stage of their learning.

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need to do better?

n The childminder ensures her assistants benefit from effective coaching and supervision meetings. They regularly give each other feedback to help develop the quality of their teaching even further. They understand how to adapt activities for different ages and abilities. The childminder ensures she and her assistants attend regular training to refresh their knowledge. As a result of recent training, children benefit from regular opportunities to experiment with making marks and develop their literacy skills. n The childminder uses effective self-evaluation to continue to improve the experiences and outcomes for children. She seeks feedback from parents in a variety of ways and uses this information to drive further improvements. Following recent feedback, the childminder further developed how she keeps parents updated with information on children's care and learning. Parents comment favourably on the effective communication arrangements.

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need to do better?

n Partnership working is effective and supports children's needs. For example, the childminder ensures that she and her assistants consistently follow advice provided by other professionals involved with individual children. Children, including those with special educational needs and/or disabilities, are supported well and make strong progress over time. n Children benefit from regular opportunities to sing popular action songs and

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need to do better?

14 January 2020 nursery rhymes. The childminder uses a variety of techniques to engage them regularly with songs. Younger children start to learn the actions and words. Older children independently explore the resources. For example, they pick up a toy bus and confidently start to sing a popular song about buses to their friends. The childminder supports children to develop their early language skills and learn new words. Children build their skills over time. The childminder and her assistants use praise consistently and effectively. Children build in confidence and develop a positive attitude to learning. n Younger children enjoy the sensory exploration of paint. Children enjoy painting and concentrate as they explore making marks on paper using appropriate kitchen tools and paint. Children are engaged and have plenty of learning opportunities to explore. However, at times, they do not get enough time to fully

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need to do better?

explore and investigate activities. n The childminder provides children with regular fresh air and active play. They have access to a suitable range of good-quality resources to support their physical development. However, these resources are not always organised so that children can fully explore the learning opportunities available to them. Children enjoy using the ride-on toys and slides. They learn how to keep themselves safe and are encouraged to take appropriate risks. Children develop their independence skills. For example, they butter their toast at snack time. The childminder teaches children about healthy food choices.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder ensures that she and her assistants attend regular training to ensure they are confident in their roles and responsibilities to safeguard children. The childminder and her assistants can confidently explain how to identify a child that may be at risk. They are aware of recent changes to local reporting guidelines. The childminder ensures that she and her assistants have an understanding of wider safeguarding concerns. For example, they understand how to take action if they have concerns regarding people living or working at the setting and how to take further action for any safeguarding concerns.

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should:

n allow children sufficient time to fully explore and play with activities, to develop their thinking skills n develop the organisation of resources so that children can fully explore opportunities to further support their physical development.

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Setting details

Unique reference number 129941 Local authority Hertfordshire Inspection number 10063663 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder Age range of children 1 to 3 Total number of places 18 Number of children on roll 14 Date of previous inspection 1 March 2016

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Information about this early years setting

The childminder registered in 1992 and lives in Borehamwood, Hertfordshire. She operates all year round from 7.30am to 6pm, Monday to Thursday, and from 7.30am to 5.30pm on Friday, except for bank holidays and family holidays. The childminder employs fours assistants. She holds an appropriate qualification at level 3.

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Inspection activities

n The childminder and the 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, her assistants 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 and her assistants. n The inspector took account of parents' views through written feedback during the inspection.

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Inspection activities

14 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

14 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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