Clark, Tina Ann

Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Overall effectiveness at previous inspection Outstanding

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The provision is outstanding

Children make rapid progress across all areas of their learning. The childminder holds detailed discussions with parents about what children can already do. She then uses assessment effectively to verify the information she receives. Young children develop their communication skills rapidly. They swiftly move on from using single words to speaking in full sentences. They learn the skills they need to interact positively with others. For example, children say 'please' and 'thank you' from a young age without prompting. They kindly share their toys with those around them.

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The provision is outstanding

Due to the COVID-19 pandemic, some younger children have had limited opportunities to socialise with others. These children quickly develop their confidence. Children demonstrate that that they feel safe and secure in the childminder's care. The youngest children take the lead in the games they play. They share their thoughts and ideas with others. They speak to visiting adults and show them the toys they are playing with. On the rare occasions that children need reassurance, the childminder is close by to support them. The youngest children clean their noses independently. They place tissues in the bin unprompted, learning about the importance of hygiene as they do so.

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need to do better?

n The childminder ensures that her provision is wholly inclusive. She understands each individual child's needs. The childminder makes suitable adaptations to ensure that everyone can join in with games together. For instance, she sources braille versions of card games for children who are partially sighted. The childminder adapts the game so that it is suitable for the youngest children to play. For instance, they look at the different colours on the cards to support their individual learning targets. n Children learn to solve problems from a young age. The childminder gently guides and encourages them. She gives clear explanations about how magnets work. Children then join two magnetic train carriages together independently. They demonstrate high levels of concentration as they persevere calmly. Children exclaim proudly that they have done it once the task is complete. n Children become completely immersed in the topics they learn about. The

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need to do better?

childminder responds to children's initial interests. She builds on these to broaden children's knowledge and experiences. For example, the childminder uses children's interest in cars to explore the theme of transport. She researches topics thoroughly, for example by visiting the local train station. The childminder collects blank tickets so that children can develop their early writing skills. She checks when trains will be travelling through the station. This helps her to maximise the potential learning opportunities for children. She shares children's

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need to do better?

25 January 2022 learning with parents, encouraging them to build on this further. Parents respond positively, for example by taking their children on a bus trip. n The childminder provides children with exceptional support during activities. She is highly responsive to their needs. The childminder introduces new and relevant vocabulary to children. For instance, she talks about the 'curved' and 'straight' track and explains the meaning of a junction. Children then use this new language appropriately later on in their play. n The childminder continuously checks that children understand what she teaches them. If she identifies something that needs correcting, she addresses this immediately. The childminder uses physical objects to show children what she means. For instance, she shows them a black train and a white train so that they can see the difference between the two colours. The childminder then revisits

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need to do better?

this learning later on to check that children have learned from the experience. n The childminder recognises the importance of teaching children about the wider community. She plans activities relating to the faiths of the children who she cares for. The childminder is thoroughly committed to developing her professional knowledge. She researches and learns new languages to support children to share their native language with their friends. The childminder completes weekly webinar sessions. She considers the impact of her learning on her setting. The childminder implements changes to improve the service she offers even further.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder completes regular training and ensures that her safeguarding knowledge is kept completely up to date. She is fully aware of safeguarding issues and is confident in following her procedures to report any concerns regarding children's welfare. The childminder shares appropriate information with the children in her care to keep them safe. For example, she talks to the youngest children about how to respond if they ever become lost. The childminder shares training with the eldest children in her care about the possible signs of extreme views and behaviour. This helps children to develop an awareness of the possible signs of danger in an age-appropriate way.

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Setting details

Unique reference number EY152821 Local authority Hertfordshire Inspection number 10127090 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 10 Date of previous inspection 3 June 2015

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Information about this early years setting

The childminder registered in 2002 and lives in Tring, Hertfordshire. She operates all year round from 7.30am to 6pm, Tuesday to Friday, except for bank holidays and family holidays. The childminder is registered to provide funded early education places for two-, three- and four-year-old children. She holds a relevant qualification at level 3.

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Inspection activities

n This was the first routine inspection the childminder received since the COVID- 19 pandemic began. The inspector discussed the impact of the pandemic with the children and has taken that into account in their evaluation of the setting. n The inspector had a tour of the premises where the childminder shared her vision for the provision she offers and how her curriculum is arranged. n The inspector read feedback from parents and took their views into consideration. n The inspector interacted with children at appropriate times throughout the inspection. n The inspector observed the childminder's interactions with children. She considered the impact of these interactions on children's learning and development.

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Inspection activities

25 January 2022 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

25 January 2022 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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