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 are happy and enjoy their time in this warm and friendly environment. They have a strong bond with the childminder, who is caring and nurturing in her interactions with children. For example, at story time, children cuddle up to her affectionately. They giggle with delight at the funny voices and animated way in which she tells the stories.

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The provision is good

Children demonstrate high levels of emotional well-being. This shows that they feel safe and secure in the childminder's care. Children independently select activities from the wide range of age-appropriate resources. They confidently engage others in their play and are friendly and outgoing towards visitors. They chat excitedly about their families and significant events in their lives.

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The provision is good

The childminder places sharp focus on developing children's language and communication skills. Children are introduced to a variety of new vocabulary, which the childminder explains in exciting and engaging ways. For example, children are learning the names of individual teeth. The childminder explains what molars and incisors do by describing the different foods they are used to chew.

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need to do better?

n The childminder meets the changing needs of children in her care well. She reflects regularly on her practice and identifies areas for improvement. Any changes she implements are regularly monitored to ensure that she continues to support children well. n Children are learning to be independent. They select their own resources in sessions of free play and understand the need to tidy away once finished. Children understand the routines at mealtimes. They unpack their lunches with little support, and clear away their plates and cups afterwards. n The childminder communicates well with families. This helps her to gather comprehensive knowledge of children's early experiences. The childminder can then provide learning opportunities which are based on children's interests and needs. n The childminder constructs a well-sequenced curriculum which is aimed at encouraging children's long-term development. For example, children use

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need to do better?

various implements to mould and manipulate dough. This supports children's early writing skills. n Children have a good understanding of healthy lifestyles. They talk about their favourite fruits, which they use to make juices with the childminder. Children also develop their physical skills through regular trips to the park and soft-play centres. n Parents speak highly of the childminder. They value her warm approach with

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need to do better?

15 October 2021 children and the learning opportunities she provides. Parents also comment on the reassurance she offers them in dealing with children's medical and dietary needs. n Children behave well in the setting. They demonstrate good manners and are keen to help with chores, such as wiping down the table for mealtimes. The childminder is a good role model. She is always kind and respectful to children and encourages these behaviours in the children. n Children demonstrate high levels of curiosity in their play. They show great interest in the characters they learn about in stories. The childminder encourages this by asking thought-provoking questions. She also supports children's emotional development by asking them how they would feel in the same situations. n Children are proud of their achievements in the setting. The childminder encourages them to persevere in challenging activities and continually praises

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need to do better?

their efforts. For example, during a rolling pin activity, the childminder supports children's hands to enable them to complete the task. n The childminder promotes children's knowledge of good hygiene practice. They understand the need to wash their hands before snacks and meals. During a toothbrushing activity, children set a timer for two minutes. This allows them to comprehend how long it takes to brush away all the germs. n The childminder facilitates children's learning by planning numerous interesting activities in which they engage well. However, she does not consistently enable children to explore planned activities independently. Opportunities for spontaneous learning are sometimes missed.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder knows the signs and symptoms which could indicate that a child is at risk of harm. She demonstrates good knowledge of what to do if she has concerns about a child and the referral process to follow. The childminder attends regular safeguarding and first-aid training to keep her knowledge up to date. She carries out regular risk assessments and implements comprehensive policies and procedures to ensure that children are kept safe in her care.

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should:

n support children's independent learning further by allowing them to be more spontaneous during activities.

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Setting details

Unique reference number 2498095 Local authority Hertfordshire Inspection number 10191496 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 6 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2018 and lives in Welwyn Garden City. She operates all year round from 7.30am until 6pm, Monday to Friday, except for bank holidays and family holidays.

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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 inspector observed the quality of education to assess the impact on children's learning. n The inspector spoke to parents and took account of their views. n The inspector and the childminder carried out a joint observation of an activity to assess the quality of education. n The inspector looked at relevant documents, including evidence of the suitability of all persons living at the premises. n The inspector and the childminder discussed how the early years setting is organised. n The inspector held discussions with the childminder about the monitoring of learning and development in the setting, and tracked the progress of children.

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Inspection activities

15 October 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

15 October 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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