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 often start attending as babies and form secure and caring bonds with the childminder. They share affectionate and fun interactions as she plays alongside them. Children listen very carefully to her. They learn to respect others and are treated with respect. Children's good behaviour shows they feel safe in her care. They are kind and helpful. Children gather the post as it is delivered and take pride in assisting with tasks.

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The provision is good

Children develop their critical-thinking skills and a can-do attitude through their play. For example, they build a tower with blocks. As they add a top crane unit, the tower wobbles. Children carefully rebuild with a sturdier base. They tentatively add the crane unit and celebrate that it is steady. Children are proud of their achievements. They respond well to the childminder's frequent praise for their attempts and abilities. Children are confident learners and enthusiastically take part in suitably challenging activities.

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The provision is good

Children enjoy regular outings to a local farm and park. They take suitable risks as they use play equipment. Children learn about the importance of regular exercise as they run and kick balls. They benefit from regular fresh air and active play as they develop their physical skills.

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need to do better?

n The experienced and qualified childminder gathers detailed information from parents when children start attending. She uses this information to ensure she supports children's care and learning needs effectively. The childminder regularly reviews children's progress with parents, and they work together to support children's next steps in learning. Parents comment that she is professional, supportive and approachable. n The childminder knows the children well. She plans engaging activities to support children's next steps in learning, carefully considering their current interests and dislikes. The childminder carefully builds on children's prior learning and relates to their experiences with her and at home. Children gain the skills they need for their future learning and make strong progress from their starting points. n Children benefit from many opportunities to support their literacy skills. They

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need to do better?

regularly attend library sessions and independently access books. The childminder uses stories to develop children's vocabulary and understanding of words. Children cuddle up to her and talk about the pictures. For example, they tell her that scarecrows scare the birds away and ducks come from eggs. Children learn about the natural world. n The childminder regularly introduces new words to children to develop their

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need to do better?

25 February 2020 vocabulary. However, at times, she does not always use the correct words. For example, she uses the term 'piggies' instead of pig and piglets. n The childminder thoughtfully uses children's interests to help develop their mathematical skills. Children use tractors to look for numbers and farm animals buried in sawdust. She encourages children to count the animals as they load them into the tractor and trailer. They find the numbers and name them enthusiastically. The childminder thoughtfully checks their understanding and extends their learning. Children build their numeracy skills and develop a secure base for their future learning. n Children's growing independence skills are consistently encouraged. For example, they independently sweep up sawdust before returning to their play. n Children wash their hands and understand the importance of good hygiene routines. The childminder teaches them to manage screen time. Children learn

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need to do better?

about the importance of healthy lifestyles. However, she does not always make the most of opportunities to give children clear messages about the importance of healthy food choices as part of a balanced diet. n The childminder provides progress checks for parents to share with other professionals, such as health visitors. She understands how to develop beneficial working relationships to gain additional support for children when necessary. n The dedicated childminder completes training to ensure her early years knowledge remains current. She evaluates her provision effectively and strives to provide children with high-quality care and education.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder completes regular training and research to ensure her safeguarding knowledge remains current. She is aware of wider safeguarding concerns. The childminder demonstrates an effective knowledge of how to identify signs and symptoms that can indicate a child is at risk of harm. She is aware of recent changes in local safeguarding reporting procedures and her role and responsibility to take prompt action to report any such concerns. The childminder ensures visitors do not have unsupervised access to children. She controls the use of mobile telephones in her home, including by her family members.

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should:

n use correct words and pronunciation to help children develop their vocabulary to an even higher level n develop children's understanding further of the importance of healthy food choices as part of a balanced diet.

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Setting details

Unique reference number EY442330 Local authority Hertfordshire Inspection number 10075085 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 0 to 9 Total number of places 6 Number of children on roll 12 Date of previous inspection 29 July 2016

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Information about this early years setting

The childminder was registered in 2012 and lives in Hatfield. She operates all year round from 7.30am to 5pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate early years qualification at level 3.

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Inspection activities

n The childminder and the inspector looked around the childminding premises together. The inspector spoke to the childminder about how she arranges her early years provision and curriculum. n The inspector looked at the quality of teaching during activities, indoors and outdoors, and assessed the impact this has on children's learning. The inspector observed an adult-led activity and evaluated it with the childminder. n At appropriate times during the inspection, the inspector spoke to the childminder and children. n The inspector looked at relevant documentation and evidence of the suitability of adults living and working on the premises. The inspector held several discussions with the childminder. n The inspector took account of parents' views through written feedback during the inspection.

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Inspection activities

25 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

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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