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 feel safe and secure in the childminder's home. They become familiar with the daily routines, which are swiftly adapted to meet their individual needs. For example, the childminder and her co-minder prepare lunch a little earlier when children show signs of becoming tired. Children know they can gain immediate support from the childminder when they find things a little difficult. They warmly give her a kiss and cuddle before they settle down for their afternoon rest.

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The provision is good

The well-organised environment enables children to make choices in their play and extend their chosen games. Children gather items from the playroom, for example first-aid supplies made available for their use. They bring these through to the lounge area as they engage in role play. Children show good smaller physical skills as they peel the wrapper from a dressing and carefully apply this to their baby doll's knee. Children's interests are used well. The childminder notes one of their favourite films and links this to activities focused on polar bears and the colder weather.

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The provision is good

Children behave well and follow the childminder's clear expectations with ease. For example, they know they must sit at the table as they eat and wash their hands after they sneeze. Children use their manners unprompted as they say 'please', 'thank you' and politely ask to leave the table.

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need to do better?

n The qualified childminder works closely alongside her co-minder. She values the regular discussions that they have to help evaluate and improve on her practice. n The childminder and co-minder clearly communicate what they are doing throughout each day and are aware of their individual responsibilities. This helps them to smoothly accommodate their ethos of a child-led environment. n The childminder uses assessment well to set clear targets for each child's learning. She shares this information with parents and provides them with ideas to use at home. For example, parents are encouraged to look at different patterns and arrangements with children who are learning to recognise shapes. n Children benefit from a language-rich environment. Young children quickly learn new vocabulary and begin to put two words together. Older children use descriptive language and enjoy talking about members of their family. Following

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need to do better?

recent training, the childminder has put into place additional ways to help children who are non-verbal communicate, such as through the use of visual prompts. n The childminder skilfully weaves aspects of mathematics into everyday activities and routines. Children quickly learn to name colours, use numbers to count in sequence and describe the pretend polar bears as being 'big' or 'small' in size.

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need to do better?

22 January 2020 Children are developing their skills for future learning. n Children gain confidence in social situations and learn how relationships work. They recognise they have skills they can share with younger children and show interest in the older children's games, eager to join in and spend time with them. n The childminder encourages children's independence. With support, they handle jugs to pour themselves a drink of water. Children manage their own belongings as they arrive each day, placing their shoes in the box and finding their named pegs to hang up their coats. n Children have many opportunities to take part in physical exercise. For instance, they go on long walks with the childminder to weekly toddler groups and use play apparatus at the local park. Children show high levels of energy as they follow the actions to a song. n The childminder has established effective links to staff at the local school. She is

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need to do better?

familiar with the school topics children are focusing on and encourages them to tell her all about their day. This helps to complement children's learning. n At times, during adult-led activities, the childminder misses prime opportunities to extend children's learning. She does not always adapt her teaching to capture children's full attention or encourage them to stay focused. n On occasion, the level of detail the childminder obtains from parents about each child's care needs varies. This is because she has not looked at alternative ways to fully include parents who may find it difficult to communicate.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder completes regular training to ensure her knowledge of child protection issues remains up to date. She is aware of the correct procedures to follow if she has any concern for a child's welfare. The childminder uses a range of ways to find out about changes within her local authority that may be relevant to her practice. Children are taught that when they are at home they must always inform parents if they go on the internet and what websites they plan to access. This helps children learn ways to keep themselves safe.

p.3

should:

n enhance interactions with children during adult-led activities, in particular looking at further ways to extend their learning and help them to sustain high levels of concentration n explore further ways to communicate with parents, so that the same precise level of detail is gathered on all children in order to provide the highest possible attention to their care.

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Setting details

Unique reference number 130456 Local authority Hertfordshire Inspection number 10127049 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 0 to 5 Total number of places 6 Number of children on roll 9 Date of previous inspection 25 April 2016

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Information about this early years setting

The childminder registered in 1994 and lives in Watford. She operates all year round from 7.45am to 5.30pm, Monday to Thursday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3 and provides funded early education for three- and four-year-old children. She works alongside her daughter who is also a registered childminder.

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Inspection activities

n The inspector observed the quality of teaching during activities indoors and assessed the impact this has on children's learning. n The inspector completed a walk around the premises with the childminder. She discussed the learning curriculum that the childminder provides and completed a joint evaluation of the activities available. n The inspector held a number of discussions with the childminder and with her co-minder. She looked at relevant documentation and evidence of the suitability of persons living or working on the premises. n The inspector reviewed the feedback from parents sent to the childminder through an online childcare system.

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Inspection activities

22 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

22 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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