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 Good

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The provision is good

Children demonstrate that they are happy in this warm, homely environment. They have very close bonds with the childminder and regularly approach her for affection. Children particularly enjoy cuddles and stories in the cosy reading area. The childminder's nurturing and encouraging approach supports their confidence. Children happily engage with visitors and involve them in their play. For example, in a role-play activity, they make delicious hot chocolate for their friends and visitors.

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The provision is good

Children enjoy exploring the numerous learning opportunities the childminder provides. They have free access to the large enclosed garden. Children investigate the water-channelling wall and make delicious meals in the outdoor kitchen. They talk excitedly about their trips to the zoo and the farm. Children also enjoy meeting up with their other childminding friends at the park and soft-play areas.

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The provision is good

The childminder places particularly sharp focus on developing children's language skills. During snack time, they are encouraged to explore the textures of fruit. The childminder uses various descriptive language and encourages children to do the same. She then revisits these conversations later in the day to confirm what they have learned. This supports children to make good progress in the setting.

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need to do better?

n The childminder swiftly identifies when children are losing focus in activities. She skilfully establishes new games to encourage their learning. For example, when children wander off from a reading activity, the childminder quickly puts up tents and tunnels. She places various resources in them to support children's language development. n Children behave well in the setting. They listen closely to the childminder and follow her requests. For example, children tidy the garden toys away before snack. The childminder explains this is so the dog cannot eat them. She tells children that these could hurt the dog and that they would be sad with no garden toys. n The childminder takes every opportunity to develop children's mathematical knowledge. She sits with them during meals and snacks, and talks about the shapes of food on their plates. The childminder incorporates number identification into everyday activities. Children correctly guess how old she is.

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need to do better?

The childminder encourages them to find the corresponding numbers in the environment. n Children are developing an understanding of how to keep themselves safe. The childminder explains consequences of their actions in age-appropriate ways. For example, children remember to use the see-saw away from the table. They

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need to do better?

25 January 2022 know that if they are too close, they could hit their heads. n The childminder extends children's learning well. In a maths activity, children thread cereal hoops onto spaghetti. Once they have completed this, the childminder produces various other lengths of spaghetti. Children then decide if they can place more or fewer hoops on each piece. n The childminder establishes close relationships with parents from the start. She gathers comprehensive information about children's early experiences. This allows her to plan high-quality learning activities based upon children's individual needs. n Children are helpful and demonstrate good manners. They lay out plates and cutlery for their friends at mealtimes. Children ask to get down from the table and always thank the childminder for her help in tasks. n The childminder engages well with other settings. She is knowledgeable about the topics children explore in their pre-school. The childminder incorporates

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need to do better?

these ideas into her own planning. This enables her to complement and extend children's learning to a high standard. n Feedback from parents is positive. They comment on how much children look forward to coming to the setting. Parents value the close relationship children have with the childminder and her family. They also appreciate the high-quality information and advice they receive about their children's learning. This enables parents to support their children's development at home. n The childminder plans interesting and engaging activities based upon children's specific interests. Children count out objects in a number identification activity. They use tweezers to put pom-poms and pasta into cupcake cases. However, the childminder does not consistently adapt these activities to meet the needs of all children.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has strong knowledge of the signs and symptoms that could indicate a child is at risk of harm. She demonstrates a clear understanding of the correct referral process to follow if she has concerns about a child. The childminder has comprehensive risk assessments for all areas of her home and when out on trips. She completes regular safeguarding and first-aid training to ensure her knowledge remains up to date with changing legislation.

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should:

n consistently adapt planned activities to maintain the attention and meet the needs of all children.

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Setting details

Unique reference number EY480621 Local authority Hertfordshire Inspection number 10219442 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 19 Date of previous inspection 22 August 2016

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Information about this early years setting

The childminder registered in 2014 and lives in Redbourn. She operates Monday to Thursday from 7.30am to 6.30pm during term time only. The childminder holds an appropriate 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 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 considered the views of parents by speaking to several of them during the inspection. n The inspector and the 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 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

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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