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 learn in a welcoming, well-laid-out home, which has plenty of space for them to play and explore. The children enjoy investigating activities indoors, as well as outdoors in the large garden. They have plenty of toys and resources to use, which reflect their stages of development and the childminder supports all children's good progress.

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The provision is good

Children show a positive attitude to learning. They become involved in mark- making activities with large chalks, water and large paint brushes. For example, they use their large muscles as they draw shapes, curved and straight lines and make marks to represent numbers. They laugh and exclaim out loud when they look at the marks they have made.

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The provision is good

Children understand what is expected of them and behave well. They talk with the childminder about sharing toys and taking turns, and learn from her good example. They sit calmly to eat their lunch and talk politely to the childminder, saying please and thank you. The children show that they feel at home with the childminder and move confidently around all the areas for childminding. They know where to wash their hands and hang their bags and coats.

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need to do better?

n The childminder has high expectations of the children in her care. She uses planned activities and experiences to build on what they know and can already do, and helps them learn what comes next. She understands how children develop and gives them time to pursue activities in a relaxed way at their own pace. This underpins their good development across all areas of learning. n The childminder helps the children to make connections in their learning. For example, they link the word 'seahorse' with 'horse' and discuss that a horse makes a 'neigh' sound. Children gallop happily around saying, 'neigh, neigh'. n Children are supported to learn new vocabulary. For example, the childminder repeats words they pronounce incorrectly and congratulates them when they try again. Young children are starting to use two and three words together to make simple sentences, such as describing a 'pink chalk'. Other children communicate

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need to do better?

by gesture. The childminder recognises and values this. However, at times, the childminder does not give children enough time to respond in conversations to fully develop their conversational language. n Children read with the childminder everyday and they explore stories together. However, she does not provide children with a wide range of fiction and non- fiction books to further support their developing literacy skills. n Areas used by children remain safe and suitable. For example, the childminder has covered a glass-topped table with a purpose made thick cover to reduce

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need to do better?

31 August 2021 risks of children hurting themselves. Her home is clean and hygienic and she encourages children to care for themselves. They wash their hands and put their own shoes on to play outside. n The childminder encourages children to keep trying when they find something difficult. They try to catch a toy dolphin with a hook on a fishing rod and keep going until they succeed. She then praises them warmly to give them confidence in their abilities. n The childminder has attended a broad range of training to support her practice. For example, she attends a weekly webinar on young children's education and safeguarding. She reflects on the training she attends to help her to identify areas where she can still improve. n Partnerships with parents are secure. She communicates with them daily, sharing pictures and other information about children's days. During the COVID- 19 (coronavirus) pandemic she provided stability and continuity as she stayed

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need to do better?

open to support the families of key workers. She kept in regular communication with the families of other children she cares for, and they have settled back in well. Parents state that the childminder provides a 'second home' to their children, and praise how well she cares for their well-being.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has good knowledge of the signs and symptoms that indicate that a child may be at risk of harm and understands her responsibility to protect children. She knows what action to take should she be concerned about a child, to gain help from relevant agencies. The childminder keeps her knowledge of safeguarding matters up to date through regular training that covers broader areas of safeguarding. She understands how to follow local procedures to protect children.

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should:

n develop ways that encourage children's speaking and listening skills to help them understand the rhythm and patterns of conversational language n develop understanding of how to support children's literacy through experiencing a wider range of fiction and non-fiction texts.

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Setting details

Unique reference number EY219232 Local authority Hertfordshire Inspection number 10063545 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 3 September 2015

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Information about this early years setting

The childminder was registered in 2002 and lives in Borehamwood. She operates all year round from 7.30am to 6pm, Monday to Tuesday, except for bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 (coronavirus) pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The childminder and the inspector completed a learning walk together to discuss the childminder's intentions for children's learning. n Children spoke to the inspector during the inspection. n The childminder provided the inspector with a sample of key documentation on request. n The childminder and inspector discussed an observation and how the curriculum had been implemented and the impact that this had on children's learning. n The childminder provided the inspector with written testimonials from parents, which the inspector took into account. n The inspector viewed all areas of the provision and discussed the safety and suitability of the premises.

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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

31 August 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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