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 they feel safe and happy in the childminder's and her co- minder's care. They show a strong sense of belonging in the setting. Children have secure routines, such as for sleeping. They wake up refreshed and ready to engage in play and learning. Children enjoy cause and effect toys and watch with interest what happens when they press buttons. They delight in animals popping up and know how to repeat the activity. Activities, such as these, introduce children to early technology. Children's physical skills are strong, they move around the room with confidence. They independently climb into toy cars and are very pleased with their achievements.

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The provision is good

The young children the childminder currently cares for are learning how to use their voices. When playing with toy animals, they roar when they find a lion and copy words that the adults say to them. The childminder is responsive to children's requests, such as when she helps them to reach toys they point at. This helps children to know they can choose for themselves and further promotes their communication and language development. Children are learning how to play cooperatively together and their behaviour is good.

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need to do better?

n During the COVID-19 (coronavirus) pandemic, the childminder noticed that some children found it difficult to settle back in after national lockdowns. She supported children even more closely to help them feel safe and secure once more. These close attachments have enabled children to regain confidence and engage in effective learning. n Through discussion, the childminder explains how she teaches older children to help prepare them for future learning, such as at school. For example, she introduces letter sounds and supports children to hold pencils correctly to support their early reading and writing skills. n The childminder makes good use of the extensive grounds to provide a wide range of outdoor opportunities for children. They enjoy visiting the paddock to feed the pony and collect eggs from the hen house. While on nature walks, children learn about the changing seasons. These activities are effective at

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need to do better?

supporting children's developing understanding of the world. n Children enjoy exploring paint, they use autumn colours to paint on leaves they collected from the garden. Children watch intently as colours mix together and experiment with how paint can be used in different ways. For example, they stamp, print and use their fingers to make marks. n The childminder is aware of where children are in their development. She observes them closely and uses her observations and assessments to identify what children need to learn next. Children are making good progress.

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need to do better?

28 September 2021 n Parents speak positively about the childminder and her co-minder. They state they provide a friendly, relaxed environment, where children feel comfortable. Parents state they are provided with good information on how their children are learning and developing and know how to support their learning at home. n The childminder undertakes regular training and research. She seeks out training which is relevant to her practice, such as on outdoor learning. This has helped her to develop her teaching skills to support children who prefer to be outdoors even more. n The childminder and her co-minder reflect on their practice and make positive changes based on children's needs. After many children moved on to school, they made changes to their teaching methods and environment to reflect the needs of younger children. For example, they have more activities on the floor, more sensory play and larger resources, such as paint brushes. This helps young

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need to do better?

children to develop strong physical skills in preparation for their future learning. n The childminder gets to know children's routines and interests well. However, she does not always gain enough information from parents about what children know and can do when they start to attend the setting. Consequently, the childminder does not always identify children's starting points in learning from the outset.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good understanding of how to recognise any signs that children may be at risk of harm or extremist behaviour. She knows how to contact relevant agencies in her local area, to seek advice or to make referrals. The childminder has a clear safeguarding policy, which she uses to underpin her practice. She shares her policies with parents to help them to know how she endeavours to safeguard children. The childminder undertakes regular training to keep her knowledge relevant and up to date.

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should:

n develop a greater understanding of children's development levels when they start to attend, in order to build on what children know and can do right from the start.

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Setting details

Unique reference number EY549514 Local authority Hertfordshire Inspection number 10173991 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 7 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2017. She lives in Bushy Heath in, Hertfordshire. She operates on Monday to Thursday, from 1pm to 5pm, all year round, apart from family holidays and bank holidays. The childminder works with a co-minder and her assistants. The childminder holds a relevant level 3 qualification.

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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 her and has taken that into account in her evaluation of the childminder. n The inspector and the childminder looked at the areas of her home that she uses with children and discussed how she operates her practice. 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 looked at by the inspector, which included documents relating to safeguarding and complaints. 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 the views of parents into account and discussed the childminder's reflections of her practice with her.

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Inspection activities

28 September 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

28 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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