Childminder EY319511

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

p.1

The provision is good

Children demonstrate they feel secure in the care of the childminder. They have many opportunities to choose what toys they want to play with in the newly established playroom. Children play together cooperatively and their behaviour is good. Older children support younger ones, for example by helping them put on dressing-up clothes. Children know what the childminder's expectations of them are, such as removing their shoes as soon as they arrive.

p.2

The provision is good

Children are learning how to develop healthy lifestyles. They talk about why they need to wash their hands before eating. For example, they state there might be dirt and germs that need washing away. The childminder understands how physical activity benefits children's health and well-being. She provides many opportunities for exercise, for instance by using equipment in local parks. The childminder undertakes risk assessments and daily environment checks to make sure her home and places they visit are safe and suitable for children.

p.2

The provision is good

Children have opportunities to learn about each other's families and communities. For example, the childminder provides books based on children's and parents' beliefs. Children enjoy dressing up and girls and boys are equally comfortable in wearing clothes that typically reflect each other's gender.

p.2

need to do better?

n The childminder is skilled in adapting her teaching methods to make sure all children effectively engage in learning. For example, during creative activities, she gives younger children time to explore mark making using glue. At the same time, the childminder encourages older children to look carefully at daffodils and to create their own ideas through collage. n Children thoroughly enjoy looking at books. Older children take leading roles as storytellers, sitting on the childminder's designated story chair. Children carefully look at pictures and talk about what they can see. They have fun choosing characters they would like to be. n The childminder supports children to develop good communication and language skills. For example, she engages them in conversations about outings they have been on. Children use effective language to recall their experiences in detail. n Children are developing a good understanding of the world. Older children

p.2

need to do better?

explain how they know Spring is coming because they can see daffodils in the garden. Younger children demonstrate their skills in using technology. For example, they know how to switch on electronic toys, and they dance to the music they make. n The childminder knows children and their families very well. She often cares for children over many years. They build up strong attachments to the childminder

p.2

need to do better?

25 February 2020 and are happy in her care. These effective relationships support children's emotional well-being. n The childminder provides opportunities for children to gain skills they need for their future learning, such as at school. For example, children hold pens correctly and use them carefully to make marks and colour in pictures. n Parents speak highly positively about the childminder. They say their children receive nurturing care and develop good independence skills. Parents state the childminder provides them with good information on how their children are learning and developing. This enables them to support children's learning at home. n The childminder regularly networks with other childminders and undertakes relevant training. She talks about how she implements her new knowledge into practice. For example, she has changed the way she plans for children's learning, as she feels they need more time to independently explore.

p.2

need to do better?

n The childminder tracks children's ongoing development closely and clearly identifies what they need to learn next. However, she does not always gain sufficient information from parents about children's early experiences and what children can already do when they start to attend. This results in children's starting points in learning not being identified from the outset.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good understanding of safeguarding matters, including those relating to extreme beliefs and views. She knows and understands her responsibilities to protect children's safety and welfare. The childminder has an effective understanding of the procedures to follow if she has concerns about children. She has comprehensive policies and procedures in place that she uses to support her good practice. The childminder keeps her knowledge relevant and up to date through completing training and undertaking research.

p.3

should:

n gain more detailed information from parents on what children can already do when they join the setting, in order to more precisely identify children's starting points in learning and to track their progress from the outset.

p.3

Setting details

Unique reference number EY319511 Local authority Hertfordshire Inspection number 10127150 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 4 Total number of places 6 Number of children on roll 5 Date of previous inspection 26 February 2016

p.4

Information about this early years setting

The childminder registered in 2006 and lives in Redbourn. She operates all year round from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a relevant qualification at level 4.

p.4

Inspection activities

n The inspector looked at the areas of the childminder's home that she uses with children and discussed how the childminder operates her practice. n The inspector observed the childminder joining in activities with children and discussed the learning that was taking place with her. n A sample of policies and procedures was looked at by the inspector which included documents relating to safeguarding and children's records. 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 took into account the written views of parents and discussed the childminder's reflections of her practice with her.

p.4

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.

p.4

Inspection activities

25 February 2020 25 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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