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 Requires improvement

p.1

The provision is good

Children are happy, confident and articulate. They are extremely settled and comfortable in the childminder's care, even those who have only been attending for a short amount of time. Children initiate conversation easily and ask questions to satisfy their curiosity. They develop warm and close relationships with each other. Children show respect for one another's feelings. Younger children learn from older children, who act as good role models.

p.2

The provision is good

Children respond positively to the high expectations that the childminder has for their behaviour. They independently remember good manners and praise the achievements of others. For example, children comment 'I love it, it's better than mine' as they acknowledge a friend's picture they have drawn.

p.2

The provision is good

The childminder has been sensitive to the impact of the COVID-19 (coronavirus) pandemic on children and their families. She works closely with parents and other providers to reassure children as they settle back into routines.

p.2

The provision is good

Children receive a good-quality education. They enjoy a broad range of activities that reflect their current interests. For example, they learn what to pack in a suitcase in preparation for going on holiday now that the COVID-19 restrictions are being lifted.

p.2

need to do better?

n The childminder has carefully considered and organised the indoor and outdoor environment in order to give children good opportunities to make choices based on their interests. For example, children use their imagination to create a 'dragon's cave' out of a large cardboard box and play games that reflect their home life, such as 'mums, dads and darlings'. n The childminder is clear about the key skills she wants children to learn before they leave her setting to go to school. She plans activities to give them new experiences and to build their knowledge. For example, children enjoy exploring clay for the first time. The childminder gives children time to play and explore as they use tools to roll and make marks. Children enjoy the sensory experience as they make imprints with shells. During activities, the childminder supports children to solve simple problems and to challenge their physical skills, such as

p.2

need to do better?

climbing steps up to the top of the slide. n Children demonstrate an enthusiasm for learning and make good progress in the care of the childminder. Parents agree with this. The childminder has an accurate understanding of where children are in their learning and what they need to learn next. She is clear about her role in helping children to achieve their next steps.

p.2

need to do better?

26 May 2021 n While children do have very good communication and language skills, the childminder sometimes rushes her interactions with children. This means that children do not always get sufficient time to think through and give their responses, for example, to questions and stories. n The childminder is very caring, gentle and nurturing. Children have built a warm and respectful bond with her, even those that have only been in her care for a very short time. The childminder responds to minor conflicts very calmly and increases children's resilience by helping them to resolve issues for themselves. n The childminder meets children's care needs well. These practices are consistent with those that she knows parents follow at home, which offers children familiarity and a sense of security. n Feedback received from parents is overwhelmingly positive. Comments include that the childminder 'exudes calm and takes great care with my children'.

p.2

need to do better?

Parents fully appreciate the personalised and family-oriented service that the childminder offers as well as the wide range of activities that their children benefit from. n The childminder has an accurate understanding of the key strengths of her provision. She has plans for the immediate future and talks confidently about how these plans will benefit the children she cares for.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a secure understanding of the signs and symptoms of possible abuse and the procedures she must follow if she has a concern about a child in her care. She understands that some children may be more vulnerable than others and works successfully with professionals to safeguard them. The childminder understands wider safeguarding issues and what to do if an allegation is made against herself or a household member.

p.3

should:

n give children more time to think and respond so that they are able to share their ideas and demonstrate more of what they already know.

p.3

Setting details

Unique reference number EY539215 Local authority Hertfordshire Inspection number 10105459 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 6 Date of previous inspection 24 April 2019

p.4

Information about this early years setting

The childminder registered in 2017. She lives in Knebworth, Hertfordshire. The childminder operates Monday to Friday from 7.30am to 6pm, all year round, except for bank holidays and family holidays. The childminder holds a childcare qualification at level 3. The childminder provides funded early education for three- and four-year-old children.

p.4

Inspection activities

n This was the first routine inspection the childminder received since the COVID- 19 pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken that into account in their evaluation of the provision. n The inspector and the childminder completed a learning walk together. The inspector observed the quality of education during activities indoors and outdoors and assessed the impact this has on children's learning. n The inspector spoke with the childminder and children at appropriate times throughout the inspection. n Children spoke to the inspector about the activities they were doing. n The inspector observed a focused activity and evaluated this with the childminder. n The inspector looked at relevant documentation and evidence of the suitability of persons living and working in the household. n A number of parents provided written feedback for the inspector and the

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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

26 May 2021 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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