Childminder 129316

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 develop warm, caring relationships with the childminder. They clearly demonstrate that they feel safe and secure in her care. The childminder is an excellent role model and is very kind and caring. She values children as individuals and takes time to get to know their likes and dislikes, routines and interests.

p.2

The provision is good

Children learn to manage their feelings and emotions. For example, the childminder helps children consider what it is like to have a new baby in the family. She encourages children to use good manners. The childminder has very high expectations for children's behaviour. She uses every opportunity to praise them for their achievements. Children love to receive a 'high five' when they have done well. This helps them to develop high levels of confidence and self-esteem.

p.2

The provision is good

Children show motivation and enthusiasm to learn as the childminder makes learning enjoyable. For example, children persevere using tweezers as they sort the coloured pom-poms into the matching dishes. This helps them to develop their coordination for future writing. The childminder challenges them to count them and find the corresponding numbers. Children are developing the skills they need to be successful in their future learning and, eventually, for starting school.

p.2

need to do better?

n The childminder is highly dedicated and enthusiastic about her role. She has high expectations for all children. She uses observations and assessments to help her monitor children's development. The information is used well to plan activities which build on what children know and can do. Children make very good progress from their starting points. n The childminder's home is very well organised. This helps children to become confident and independent learners. Children are encouraged to do as much as they can for themselves. For example, they help to tidy away the toys and find their coat and shoes when they go outside. Children learn good hygiene routines, such as washing their hands before mealtimes. They each have their own towel to dry their hands. n Parents say they appreciate the way their children are introduced to science and nature. For example, when the childminder discovers children's interest in birds,

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need to do better?

she provides nest boxes with cameras. Children excitedly watch the parent birds feeding their babies in their nests. They use binoculars to look at the different birds that come into the garden. They are able to identify them using photographs and books. n Children are very confident communicators. The childminder skilfully supports their language development. For example, she repeats words, asks open questions and provides ongoing commentary during children's play.

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need to do better?

24 February 2020 n Children demonstrate their creativity as they use a variety of art and craft materials. They confidently make marks on their pictures with cotton buds as they paint blossom on the trees. They have fun mixing the colours to make different shades of pink. n The childminder uses the local environment to extend children's learning. They enjoy a bus ride to the shops with their friends. They visit the pet shop, where they see spiders and snakes. They visit the local garden centre to see animals, and aquatic centre to see the fish. The childminder uses these visits to teach children how to keep themselves safe, such as when crossing the road. n Partnerships with parents are very strong. The childminder gathers useful information from them when children begin attending. This helps inform their starting points. The childminder keeps parents up to date with their children's achievements. She regularly gives them ideas about how to support their

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need to do better?

children's learning at home. n Parents' comments are extremely positive. They say the childminder is welcoming, reliable and trustworthy. They state that they would thoroughly recommend her to other families. Children talk about the fun they have at her house and draw pictures of the things they enjoy doing with her. n The childminder reflects on her provision and is aware of the strengths and areas for development. However, she does not consistently focus her evaluation on making improvements to enhance the quality of the provision even further.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

Children are extremely well protected as the childminder has a very good understanding of her role in safeguarding children. She knows how to recognise signs that a child may be at harm. She is clear about the procedures to follow if she has concerns about a child's welfare. The childminder regularly attends child protection training and accesses online information. She has a good understanding of wider safeguarding issues, such as the 'Prevent' duty guidance. The childminder regularly updates her safeguarding policy to ensure all information is current and relevant.

p.3

should:

n strengthen evaluation systems to focus more sharply on identifying improvements to continually raise the good quality of the provision.

p.3

Setting details

Unique reference number 129316 Local authority Hertfordshire Inspection number 10127024 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 3 to 8 Total number of places 6 Number of children on roll 8 Date of previous inspection 4 December 2014

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Information about this early years setting

The childminder registered in 2001 and lives in Welwyn Garden City, Hertfordshire. She operates all year round from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate childcare qualification at level 3. She provides funded early years education for two-, three- and four-year-old children.

p.4

Inspection activities

n The childminder showed the inspector around the areas of her home that children access. They discussed how the childminder organises her setting and plans the curriculum and experiences for children. n The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning. The inspector and the childminder reflected on a learning experience for children. n The inspector held discussions with the childminder and children at appropriate times during the inspection. The inspector took account of the views of parents from written feedback provided. n The inspector looked at a sample of the childminder's documents. This included evidence of training and the suitability of those living on the premises.

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Inspection activities

24 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

24 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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