Childminder 130291

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's personal, social and emotional development is encouraged through regular praise and reassurance. Children develop strong bonds and attachments with the childminder and demonstrate that they are happy and settled. Children manage their own feelings and behaviour well. The childminder helps them to understand how to interact appropriately and how to think about the feelings of others. She is a good role model. This has a positive impact on the way children behave and play together.

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The provision is good

Children are independent. They confidently get themselves ready for outside play. For example, children persevere as they put on their boots and all-in-one waterproof clothing. The childminder verbally rewards children by telling them how well they are doing. This raises children's self-esteem and encourages them to keep trying. The childminder supports children's understanding of safe play. For example, she helps children to understand why they have to be careful when she uses hot water to make the dough. In addition to this, children learn about their safety when using resources outside.

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need to do better?

n The childminder encourages children's mathematical development. For example, she incorporates numbers into discussions, such as encouraging children to help her count how many children are present for snack. In addition to this, she introduces words such as 'ginormous' and 'huge' as children explore different- sized balls of dough. n Children explore the feel and smell of mud in the outside area. They use a range of tools and utensils as they play in the outside kitchen area. This provides good opportunities for children to develop their physical skills and use of their senses. n Children are imaginative and have fun making up their own games. For example, children make 'ice creams' with the dough. They interact with the childminder, including her in their game as they offer one to her. The childminder uses the opportunity to talk to the children about what they have made. This encourages children to share and express their own ideas.

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need to do better?

n Children have good opportunities to explore books and listen to stories. The childminder reads to children, talking to them about the different things they see in the books. This has a positive impact on children's communication and language development. n The childminder reviews her practice in order to seek further improvement. For example, she evaluates the activities and experiences she offers the children in her care. This helps her to look at what works well and what can be improved on. The childminder also carries out her own research to ensure that she can continue to offer children new and interesting activities.

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need to do better?

17 February 2020 n The childminder communicates well with parents. She shares information to enable them to extend children's learning at home. Parent feedback is positive about the childminder and the care she provides. However, the childminder does not always share information with other professionals to fully support and complement children's care and learning experiences when they attend other settings. n The childminder communicates well with children and ensures that that they have understood her instructions. She uses her ongoing observations to understand children's level of achievement. However, sometimes, the childminder does not adapt her teaching to suit the children's different ages and stages of learning. This means that, on occasion, some activities are too challenging for some children and other activities are not challenging enough. n Children have good opportunities for outings in the local community. For

p.2

need to do better?

example, they enjoy regular bus and train journeys with the childminder. The childminder knows about the children in her care, including their backgrounds and family traditions. However, she does not always help all children to learn about each other's communities and cultures, and develop their understanding of differences.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder attends regular child protection training. She ensures that her knowledge of legislation is consistently up to date. The childminder demonstrates a good awareness of how to protect the children in her care. For example, she understands how wider safeguarding issues may link to concerns about children's safety and well-being. The childminder is able to identify signs and symptoms of abuse and neglect. She knows what to do if she has a concern about children in her care, such as reporting to the appropriate professionals. This has a positive impact on children's welfare.

p.3

should:

n adapt activities and experiences further to ensure that they meet the children's different age and stage of understanding n extend the partnership working with other settings that children attend, to work with others and share information to fully support and complement children's care and learning experiences n enhance children's understanding of wider communities and help them to celebrate and learn about what makes everyone unique.

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Setting details

Unique reference number 130291 Local authority Hertfordshire Inspection number 10127043 Type of provision Childminder

p.4

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 16 February 2016

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Information about this early years setting

The childminder registered in 1997. She operates all year round from 7am until 4.30pm, 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.

p.4

Inspection activities

n The inspector observed the quality of teaching during activities, indoors and outdoors, and evaluated the impact this has on children's learning. She held a learning discussion 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. n The inspector took account of parent and child views through written feedback provided. n The inspector evaluated an adult-led activity with the childminder. n The inspector looked at evidence of the suitability of household members. She discussed how the childminder evaluates her practice and viewed a range of documentation, including first-aid and insurance certificates.

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Inspection activities

17 February 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

17 February 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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