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

Children are cared for in a safe, friendly and well-organised environment. They settle quickly into the childminder's home and show that they are happy, relaxed and thoroughly enjoy their time with her. Children form close attachments to the childminder, and this provides reassurance as they readily go to her for cuddles when they are tired or upset. Children's behaviour is good and they are developing confidence and a positive attitude to learning. They lead their own play and engage well in activities. Children develop good early literacy skills. They thoroughly enjoy looking at books, learn the sounds that letters make and are very eager to name the animals that they see. The childminder is skilful at introducing new vocabulary through daily routines and during activities.

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The provision is good

The childminder makes the most of living in the countryside to provide children with many interesting experiences and activities. For example, they love going to the nearby farm to watch the harvesting and are fascinated by the combine harvester. Children learn what is growing, how this is gathered and what it is used for. During visits to the pigs at the end of the road, children find out how they live and what they eat. They also enjoy walks to the local pond to feed the ducks.

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need to do better?

n The experienced childminder demonstrates an enthusiastic and dedicated approach to her practice. She shows warmth towards the children and supports them effectively to make good progress across all areas of their learning and development. n The childminder provides a curriculum that focuses and builds on children's individual learning needs and interests. She communicates effectively, asks challenging questions and allows children time to explore their own ideas and to refine their developing skills. She regularly observes children's play, assesses their progress and plans for the next steps in their learning. n The childminder supports children's language development well. She talks to younger children about what they are doing and skilfully introduces new words associated to their play. For example, younger children repeat the names of different animals and the sounds they make. They learn about routines and say

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need to do better?

'tidy up' when putting toys back in the box. n Children learn about shapes, numbers and colours during activities. For example, they recognise colours and shapes of the stacking blocks and count when singing nursery rhymes. The childminder introduces positional language such as 'under' and 'behind' when encouraging children to search for items. n Parent feedback is complimentary and very positive about the childminder. Parents share their views with the childminder through daily chats and regular communication. They are kept informed about their child's day, their

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need to do better?

21 January 2020 achievements and their progress and development in learning. Parents enjoy seeing regular photographs sent to them of what their child is doing. n The childminder reflects on her practice to identify areas to improve children's learning. For example, she has reorganised the storage of resources so that children have more independence to develop their play ideas. However, the childminder's continued professional development is not focused closely enough on what will help to further improve her good teaching to the highest level. n The childminder is positive and consistent in her approach and treats children with respect. She offers praise and encouragement to build children's confidence and support their self-esteem. n Children have many opportunities to develop an understanding of healthy lifestyles. For example, they benefit from daily outdoor play in the fresh air and develop their coordination and balancing skills using equipment in the park. The

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need to do better?

childminder follows good hygiene practices. However, she does not use frequent opportunities, such as lunchtimes, to develop children's understanding of healthy eating or engage parents fully in this. n The childminder attends toddler groups with the children as part of her weekly plans. She reflects on the ages of children she cares for, and their previous social experiences, to determine the most suitable venue. These outings help children to learn how relationships work and they acquire a good range of social skills. n Children are encouraged to keep themselves safe. They know to sit at the table when eating. The childminder supervises children well as they play in the house and on outings.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder demonstrates a good knowledge and understanding of how to protect children in her care. She is clear about her role in safeguarding children and the procedures to follow should she have any concerns about a child's welfare. The childminder is able to identify signs and symptoms of abuse and maintains her knowledge of child protection by completing relevant training. This has a positive impact on children's welfare.

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should:

n seek professional development opportunities to raise the quality of teaching to consistently high levels n enhance children's knowledge of healthy eating through daily routines and discussions with parents.

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Setting details

Unique reference number 149621 Local authority Hertfordshire Inspection number 10063676 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 10 Total number of places 6 Number of children on roll 3 Date of previous inspection 1 March 2016

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Information about this early years setting

The childminder registered in 1996 and lives in Hitchin. She operates all year round from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays.

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Inspection activities

n The inspector looked at all areas of the home used for childminding. n The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning. n The inspector discussed the needs of individual children with the childminder and talked with her about the progress they are making. n The inspector held discussions with the childminder. She looked at relevant documentation and reviewed the suitability of all persons living at the premises. n The inspector took account of the views of parents.

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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

21 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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