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

The childminder has a lovely, caring rapport with children. She is very attentive to their individual needs, which helps them to feel valued and welcome in her home. Children build very close relationships with the childminder. They show that they feel safe, secure and happy in her care. The childminder is a very good role model and sensitively encourages children to share toys and resources. Children behave very well. They know what is expected of them and respond well to the childminder's encouragement and praise. She skilfully supports children to manage their emotions. For example, as children play with dolls, they begin to understand what it is like to have a new baby in the family.

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The provision is good

Children thoroughly enjoy being outdoors. They love to hunt for bugs in the wood. The childminder builds on their fascination with hedgehogs as they listen attentively to stories about them. They have fun making pictures of hedgehogs using leaves and conkers. The childminder uses these opportunities to encourage children to learn new words, such as 'autumn' and 'spikes'. Young children develop many skills they need for their next stage of learning. For example, they make decisions about their play and manage their own personal care needs.

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need to do better?

n The childminder clearly enjoys her role. She gets to know the children well and can confidently talk about their abilities. She regularly evaluates her practice and identifies ways to improve it further. For example, she intends to offer more opportunities for children to explore numbers, to further enhance their learning. n The childminder's enthusiastic approach to learning means that children are excited and eager to learn. She provides many interesting and challenging activities. They are carefully planned and sequenced to meet the needs of individual children. Consequently, all children make good progress in all areas of their learning. n Children concentrate for long periods of time when playing with their favourite toys. They engage in imaginative role play based on their own experiences. For example, they cook their dinner in the role-play kitchen. Young children explore the resources in the doctor's bag as they pretend to be a doctor. They wait for

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need to do better?

the 'beep' as they take each other's temperature. n The childminder skilfully supports children in their communication and language skills. She continually talks to them, modelling language to extend their vocabulary. Children are encouraged to recall previous activities and experiences. For example, they confidently talk about their discussion with the childminder about apple seeds. They excitedly explain, 'If we plant the seeds in the ground, baby apples will grow.' n Children develop early writing skills as they play. For example, they make tracks

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need to do better?

29 September 2021 in the sand as they play with toy cars and lorries. Children learn that print carries meaning. For example, the childminder writes their names on their pictures. Children eagerly have a go themselves and proudly show them to the childminder. Children develop a love of books. They enjoy looking at the pictures and listening to their favourite stories. n Children take part in many activities to develop their physical skills. For example, they develop their small-muscle skills as they stick the autumn leaves on their hedgehog pictures. They use their large muscles as they make dens in the woods and climb and balance on the equipment at the park. n Parents speak very fondly of the childminder and say that they feel genuinely lucky to have found her. One parent describes her as 'wonderful in every way'. The childminder keeps parents up to date with their children's development. For example, she sends them photographs of what their children do each day. She

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need to do better?

shares 'story bags' with parents to support them in continuing their children's learning at home. n The childminder gains a good range of information from parents about children's care routines when they first start. This helps children to settle quickly and happily into her home. However, she does not consistently obtain detailed information about children's existing skills and abilities to enable her to build on their learning right from the start.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a clear understanding of her responsibilities relating to child protection. She regularly completes safeguarding training to keep her knowledge up to date. She understands the local safeguarding procedures to follow if she has any concerns about a child's welfare. The childminder has a very good awareness of the signs and symptoms of when a child may be at risk. She talks confidently about wider safeguarding issues, such as signs of potential radicalisation and extremism. The childminder has been particularly vigilant in providing a safe environment for the children and their families during the COVID-19 (coronavirus) pandemic.

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should:

n gather more detailed information about what children already know, understand and can do when they first start, and use this information to plan for each child's learning.

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Setting details

Unique reference number EY562470 Local authority Hertfordshire Inspection number 10191071 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

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inspection

Total number of places 5 Number of children on roll 6 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2018 and lives in Broxbourne, Hertfordshire. She operates from 7.30am to 5.30pm, Monday to Thursday, during school term times only. The childminder holds an appropriate childcare qualification at level 5. She provides funded early years 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 (coronavirus) pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken that into account in their evaluation of the setting. n The childminder showed the inspector 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 childminder shared a sample of documents with the inspector. This included evidence about training and the suitability of those living on the premises. n The inspector observed children and the childminder taking part in activities and assessed the impact this has on children's learning. The inspector and the childminder reflected on a learning experience for children. n Children spoke to the inspector about what they enjoy doing at the childminder's house.

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Inspection activities

n The inspector took account of the views of parents from written feedback provided.

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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

29 September 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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