Standley Ines

Overall effectiveness Good

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

p.1

The provision is good

Children are content, relaxed and happy in the care of the childminder and their behaviour is good. They show a strong sense of belonging in her home. Children have secure routines and know what is expected of them. When they are asked if they want snack, they know to tidy up and wash their hands. Children display strong communication and language skills. They hold conversations with the childminder and talk in detail about their homes and family. The childminder is a good role model as she responds to children using more accurate words. For example, when children say they are building a big tower, she says. 'Yes, you are building a tall tower'.

p.2

The provision is good

Children are constantly busy in their play and learning. They enjoy building tracks for trains and talk about how long they can make them. Children are keen to find out how different materials work, such as how magnets make toy coaches stick onto the trains. At other times, they explore space and shape as they use puzzles. Children make activities fun by pretending to put puzzle pieces in the wrong places. Playful interactions from the childminder make children laugh. The good attachments between them are highly evident.

p.2

need to do better?

n The childminder gains useful information from parents about what children know and can do when they start to attend her setting. This enables her to swiftly identify children's starting points in learning. The childminder is aware of where children are in their development. She observes them closely and identifies what they need to learn next. The childminder's effective planning for children's ongoing learning supports the good progress they make. n Children have many opportunities to be active and enjoy movement and dancing. They encourage the childminder to join in and pretend to make a video. Children enjoy taking the lead in activities and confidently demonstrate moves they want her to make. n Parents are complimentary about the childminder. They say they value the information they receive on how their children are learning and developing. Parents feel their children are safe and happy in the childminder's care.

p.2

need to do better?

n The childminder provides many opportunities for children to develop their mathematical skills. As children complete shape sorters, she tells them the names of the shapes they are using. The childminder encourages children to match and categorise objects, for example by shape and colour. n The childminder is aware that children's experiences and social interactions have been limited through the COVID-19 pandemic. She has been proactive in finding safe ways for them to meet with others, such as in parks. The childminder is now taking children to more groups in the community so they can socialise and

p.2

need to do better?

7 February 2022 learn how to make friends. She talks about this being important for children as they prepare to move on to nursery. n The childminder thinks carefully about how she can keep children safe. One way she does this is by carrying a notebook with her on outings. This gives information on her role and what responsibility she has for any children who are with her. n The childminder has a good understanding of children's cultural backgrounds and what other languages they are learning to speak at home. However, she has not explored how she can support children to develop an awareness of the differences in people and understand what makes them unique. n The childminder demonstrates a strong commitment to her work. She regularly meets with other childminders for peer support. The childminder feels these relationships are important, as their professional discussions help to strengthen her practice. However, she is not sufficiently focused on identifying and using

p.2

need to do better?

professional development opportunities to further extend her knowledge and teaching skills.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder demonstrates a good understanding of safeguarding. She knows how to keep children safe and promote their welfare. The childminder describes the signs and symptoms of abuse. She is aware that these may indicate children are at risk of harm or extremist behaviour. The childminder knows how to contact relevant agencies in the local area, to seek advice or to make referrals. She has clear safeguarding policies and procedures which she uses to underpin her practice. The childminder undertakes safeguarding training to keep her knowledge relevant and up to date.

p.3

should:

n consider ways to broaden children's understanding of the similarities and differences in people and what makes then unique n build on professional development plans to strengthen knowledge and raise the quality of teaching to the highest levels.

p.3

Setting details

Unique reference number 129779 Local authority Hertfordshire Inspection number 10083637 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 13 Date of previous inspection 5 December 2014

p.4

Information about this early years setting

The childminder registered in 1998 and lives in Bedmond, Hertfordshire. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays.

p.4

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 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 The inspector looked at a sample of policies and procedures. These included documents relating to the suitability of household members, 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 into account the views of parents and discussed the childminder's reflections of her practice with her.

p.4

Inspection activities

7 February 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.

p.4

Inspection activities

7 February 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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