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 Not applicable

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The provision is good

Children demonstrate secure attachments to the childminder. They are happy and settled in her care. Children welcome visitors and are keen to share books with them. The childminder makes effective use of her garden so that children can engage in their favourite activities, such as water play. Younger children thoroughly enjoy filling up containers as they pretend to make tea. At other times, they paddle and splash with their feet. Children notice and comment on the different temperatures of the water.

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The provision is good

Children's behaviour is good. They respond well to the childminder as she teaches them how to share toys and consider how each other is feeling. This helps children to understand right from wrong from an early age. Children are keen to tidy toys away when they have finished with them. They are developing good early writing skills and are able to write their names and form letters correctly. Younger children use pens to make marks. They recognise shapes they have made and talk about what these represent. For example, they say that a circle is a face. Having time to practise these skills helps to prepare children for their future learning at nursery and school.

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need to do better?

n The childminder has continued to offer childcare during the COVID-19 (coronavirus) pandemic, as many of the parents who use her service are key workers. However, not all children were able to attend, or attend as regularly as they did previously. Once the children were able to return, the childminder assessed where they were in their development. This helped her to find out if there were any delays or gaps in their learning which she could address. For example, she found that there were some delays in children's social development. The childminder is focusing on developing these areas, for example by organising social play opportunities. n Children have secure routines and a good understanding of the childminder's expectations. For example, they know to wash their hands and not touch the toys before eating. The childminder makes sure that children are clean and comfortable before they go to sleep. Children settle to sleep quickly, which

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need to do better?

demonstrates that they feel secure and content. n The childminder builds effective partnerships with other settings children attend. She makes contact before children start so that she can discuss their development with their key persons. The childminder feels that this is especially important for children who may find the transition on to nursery more difficult. For example, she is able to negotiate longer settling-in periods to help children feel more secure in their new surroundings. n Children are making good progress. They demonstrate a keen interest in books.

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need to do better?

14 June 2021 Children enjoy looking at books independently and sharing stories with the childminder. They understand rhyming words, which they say when adults pause in stories. Children are learning how to find information in books. For example, they readily explain how spacecrafts are able to visit planets. n Parents speak positively about the childminder. They say that they have a good understanding of their children's learning and development. Parents state that their children are very happy to attend. n Children have good communication and language skills. Young children are able to make their needs known using simple sentences. Older children use descriptive language well. For example, they describe collage materials as 'soft' and say that they smell like strawberries. n The childminder reflects on her practice and looks for ways she can develop her knowledge and teaching skills. She undertakes relevant research and training;

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need to do better?

this impacts positively on her teaching skills. The childminder seeks and evaluates the views of parents to help her to further enhance the service she offers. n The childminder supports most aspects of children's developing self-care skills. For example, she gives children time and opportunities to dress themselves. However, she does not always consistently support children in other aspects of their personal independence, such as when they are learning how to use the bathroom.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a secure understanding of how to identify children who may be at risk of harm. She is aware of local safeguarding partnership arrangements, if she has any concerns about children's welfare. The childminder keeps up to date with child protection legislation through training courses and research. She is also aware of wider safeguarding responsibilities, such as the 'Prevent' duty. The childminder has a wide range of policies to support her good practice and promote children's safety and welfare.

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should:

n maximise opportunities for children to further develop their self-care skills when learning how to use the bathroom.

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Setting details

Unique reference number EY553795 Local authority Hertfordshire Inspection number 10174490 Type of provision Childminder

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Registers

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

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inspection

Total number of places 6 Number of children on roll 3 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2017 and lives in Stevenage. She operates during school term time from 7am to 5.30pm, Monday to Friday. The childminder provides funded early education for three- and four-year-old children.

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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 her evaluation of the setting. n The inspector and the childminder carried out a learning walk and discussed how the childminder organises her setting. 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 reviewed by the inspector. This included documents relating to safeguarding, complaints and the suitability of household members. 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 account of the written views of parents and discussed the childminder's reflections of her practice with her.

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Inspection activities

14 June 2021 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

14 June 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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