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 Outstanding

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The provision is good

Children are happy and settled in the childminder's care. Toddlers wake up from their naps and quickly engage in the activities on offer. For instance, they move balloons around the room, confidently passing them to visiting adults. They respond excitedly when visitors engage in their game, such as by tapping the balloon back to them.

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The provision is good

Children become independent and complete tasks for themselves. For example, older children get themselves changed out of their uniform when they return from nursery. Children are kind and helpful. Older children cut up fruit for their friends at lunchtime. Younger children pass water bottles to one another without being prompted. This helps children to form positive relationships with each other.

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The provision is good

Children enjoy playing outside and learning about the world around them. They develop their muscles as they play. For instance, children who cannot yet walk climb in and out of wheeled vehicles. Children go up and down the slide. They follow the childminder's instructions to help to keep their friends safe. They make sure that nobody is in the way at the bottom of the slide before they go down.

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need to do better?

n The childminder knows the children well. She gathers relevant information from parents before the children start. This enables her to support children's individual needs. The childminder identifies appropriate next steps in children's learning and works with other professionals to support children to reach their targets. For instance, she liaises with staff at other settings children attend and accesses their online learning portals with parents' permission. The childminder discusses how to support children's speech development with other professionals. She plans appropriate activities to support their targets. This provides children with a consistent approach to their learning. n Parents are happy with the service that the childminder provides. They receive regular information about the progress that their children make. The childminder gives parents ideas of how to support children's learning at home. For instance,

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need to do better?

she suggests activities that children are starting to show an interest in, such as puzzles. The childminder provides parents with daily feedback at handover regarding their child's time with her. She shares her professional knowledge with them, such as discussing the effects that dummies can have on children's speech. This helps parents to understand more about their child's development. n Children progress well in the childminder's care. Younger toddlers learn to speak and understand that words and sounds have meaning. For instance, they make animal noises when playing with farm animals, making the correct sound for each animal. Older toddlers use their language to communicate what they want.

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need to do better?

8 March 2022 For example, they ask the childminder for a specific book that they want to look at. The oldest children speak confidently about what they have done during the morning when they arrive back to the childminder's home from school. n The childminder reflects on the provision she offers. She continues her professional development, for example by researching different teaching methods. She thinks about how she could implement these and how children could benefit from the changes. The childminder is passionate about reusing materials and implements this across her provision. For instance, children use bottle caps to develop their early counting skills. They enjoy playing in a large cardboard box that is filled with balls. As a result, children learn that they can reuse items for different purposes. n The childminder provides children with a vast range of resources in her playroom. However, children sometimes struggle to focus properly due to having

p.2

need to do better?

too much choice. For instance, they are presented with a basket full of different instruments during a singing activity. They look through the basket and quickly try each instrument without fully exploring the sound each one makes. This distracts them from joining in with singing along to their favourite songs with the childminder. Therefore, children are not always able to make the most of their indoor learning opportunities.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a strong understanding of her safeguarding responsibilities. She is aware of the possible signs that a child may be at risk of exposure to extreme views and behaviour. She monitors children closely and keeps a note of existing injuries. This helps her to raise any concerns she may have in a timely manner. The childminder completes safeguarding training to ensure that her knowledge is kept up to date. She ensures that her home and garden are safe for children to use.

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should:

n consider how the indoor learning environment is arranged so that children can focus and engage fully and make the most of their learning experiences.

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Setting details

Unique reference number 130123 Local authority Hertfordshire Inspection number 10127041 Type of provision Childminder

p.4

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 7 Date of previous inspection 27 January 2016

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Information about this early years setting

The childminder registered in 2000 and lives in Watford. She operates all year round from 7.30am to 5pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate early years 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 had a tour of the areas of the premises used for childminding and held discussions with the childminder about how she ensures that children are kept safe. n The inspector read letters from parents and took account of their views. n The inspector observed the childminder's interactions with children. She considered the impact of these interactions on children's learning and development. n Children interacted with the inspector during the inspection. n The inspector viewed a sample of required documentation, including evidence of the childminder's suitability.

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Inspection activities

8 March 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

8 March 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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