Clare Joanne Williams

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 enjoy a wide variety of exciting activities in this warm, friendly environment. Children of all ages participate confidently in activities, which the childminder skilfully adapts to meet their needs. In a winter craft activity, older children are supported in counting the various features of their snowmen. Younger children are encouraged to explore the various textures of the materials that are available.

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The provision is good

Children demonstrate high levels of perseverance in all activities. The childminder supports this by offering continuous praise and encouragement for children's efforts and accomplishments. In a play-dough activity, the childminder recalls children's past achievements. She reminds them how they were able to complete tasks when they tried their hardest.

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The provision is good

Children feel safe and happy in this nurturing environment. Children of all ages have a close bond with the childminder. They cuddle up on her lap to listen to stories together. Babies have a particularly strong relationship with the childminder. They seek her out for affection when tired or in need of reassurance. Children are kind to one another. They understand the need to take turns in activities. For example, children independently pass the interactive storybook round, to allow their friends to have a go. They investigate what happens when they press buttons and feel the different textures within the book.

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need to do better?

n The childminder plans well-sequenced activities to support children's learning. Children explore the theme of winter. They talk about the snow, which one of the children has recently enjoyed playing in. The childminder produces ice for children to examine and estimate how long it will take to melt. n The childminder places a sharp focus on developing children's language skills. She models lots of descriptive words. She then encourages children to hold conversations using these new words and phrases. From this she can establish what children are learning. n The childminder works hard to establish strong relationships with families. This allows her to develop a comprehensive knowledge of children's early experiences. She then plans activities centred around children's interests and needs. The childminder attends several group sessions with children. This supports children to develop essential social skills.

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need to do better?

n Parents speak highly of the childminder. They acknowledge the wide variety of activities that children experience in her care. Parents greatly appreciate the support the childminder gives. She offers advice on subjects such as feeding and toilet training. Children benefit from a consistent approach both at home and in

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need to do better?

6 December 2021 the setting. n Children are learning how to keep themselves safe. The childminder uses age- appropriate methods to support children's understanding of hazards. For example, she uses soft toys to demonstrate how children can hurt themselves by standing on chairs. n The childminder communicates well with other settings. She supports children to settle swiftly by establishing good links with local schools. She also works closely with other professionals when supporting children with special educational needs and/or disabilities. Children of all abilities make good progress in the setting. n Children are encouraged to be independent. They know to tidy up after activities so that they do not fall over them. Children of all ages are skilled at feeding themselves. They know to wipe their hands before and after eating and help to clear away their plates. This helps prepare children for the routines of school.

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need to do better?

n The childminder has established robust methods of monitoring and assessing children's development. She communicates these well to families, which allows them to support children's learning at home. For example, parents are aware of new words their children are using in the setting. They build on this vocabulary to support their language development at home. n The childminder uses her knowledge of children's progress to plan activities to support their development. However, she does not always demonstrate this same understanding in sessions of child-led play. Opportunities to build on children's learning can on occasion be missed.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has robust policies and procedures in place to promote children's well-being. She knows the signs and symptoms which could indicate that a child is at risk of harm. The childminder is aware of the correct procedure to follow if she has concerns about a child. She undertakes regular training to keep herself up to date with changes in first aid and safeguarding procedures. The childminder ensures her setting is safe for all children in her care by completing regular risk assessments of her home, as well as when on trips out.

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should:

n extend children's learning in sessions of child-led play to the same high standard observed in planned activities.

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Setting details

Unique reference number EY558274 Local authority Hertfordshire Inspection number 10190073 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 9 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2018 and lives in Croxley Green. She operates from Monday to Friday, all year round, except for bank holidays and for family holidays. Sessions are from 7.30am to 5.30pm. The childminder holds an appropriate qualification at level 3.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 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 inspector observed the quality of education to assess the impact on children's learning. n The inspector considered the views of parents by reviewing several feedback letters. n The inspector and childminder completed a joint observation of an activity to assess the quality of teaching. n The inspector looked at relevant documents, including evidence of the suitability of all persons living at the premises. n The inspector and 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

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

6 December 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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