Jones, Emma Louise

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 thoroughly enjoy their time with the childminder. They clearly show that they feel safe, settled and happy in her home. Children are polite and friendly and confidently welcome visitors. They behave very well and have excellent manners. The childminder is a very good role model and has a consistently warm, caring approach. Children are familiar with the daily routines and respond well to the childminder's requests. For example, they eagerly help her to tidy away the toys at lunchtime. Children learn to share toys and cooperate with each other during their play. The childminder gives them lots of praise, which develops their confidence and self-esteem.

p.2

The provision is good

Children enjoy playing with toys that capture their interest, such as small-world animals. They have great fun hunting for them in the sensory tray. The childminder introduces them to new words, such as 'octopus' and 'turtle'. Children count how many animals they have found. They are beginning to understand how numbers are used in everyday life. For example, during cooking activities, children weigh the ingredients to make their biscuits. Older children are beginning to identify letters and sounds, and they learn to recognise their names. All children are well prepared for their future learning, including school.

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need to do better?

n The childminder regularly reviews the progress children are making. She makes effective use of the progress check for children aged between two and three years. This enables her to identify any gaps in their development and their next steps for learning. Consequently, all children make very good progress. n Children are encouraged to be kind, considerate and respectful to others. The childminder supports them to explore and understand different emotions. For example, when children want to play with the same toy aeroplane, older children spontaneously offer to help by looking for another one, so that they have an aeroplane each. n The childminder supports children's communication and language very well. She continually talks to children and models language to extend their vocabulary. Children enjoy singing songs and rhymes and eagerly join in with familiar phrases. n Children are getting to know their local community. They often accompany the

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need to do better?

childminder when she takes her dogs for a walk. Children explore the woodlands nearby, where they discover wildlife and nature. They regularly visit the local park, where they enjoy climbing and balancing on the equipment. n The childminder encourages children to develop a love of books. She chooses books carefully to support all aspects of children's learning. For example, she reads the story about a hungry caterpillar. This helps children to understand the

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need to do better?

18 March 2022 life cycle of the butterfly. n The childminder evaluates her provision very effectively. She accurately identifies the strengths of her provision and aspects she would like to improve. For example, she has organised the new playroom to meet the needs of the differing ages of children she cares for. This helps to promote their individual interests and learning. n Parents are very happy with the childminder's provision. They describe her as being very friendly and approachable. Parents particularly appreciate her thoughtfulness. For example, she helps children to make presents and cards for them on special occasions. They value the regular updates the childminder provides to keep them informed of their children's progress. n The childminder plans a wide range of exciting activities and experiences for children. She knows the children in her care very well and understands what they need to learn next. However, at times, the childminder does not focus

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need to do better?

precisely enough on what it is she wants individual children to learn from the activities. n The childminder establishes effective links with local schools to share relevant information about children. However, she does not always share information with staff at other early years settings that children attend, to help provide greater continuity in children's learning and development.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder is very clear about her role and responsibility to keep children safe. She knows the local referral procedures to follow if she is concerned about a child. The childminder has a range of written policies, which she shares with parents. Her policies and procedures are implemented very well, including how to keep children safe during the COVID-19 pandemic. The childminder keeps her knowledge of safeguarding up to date. For example, she has recently completed training to extend her understanding of wider safeguarding concerns. This has a positive impact on children's welfare.

p.3

should:

n focus more rigorously on the aims and intentions for children's learning to ensure that they all make maximum progress n strengthen relationships with the other early years settings that children attend, to encourage effective information-sharing and provide greater continuity in children's learning and development.

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Setting details

Unique reference number EY556733 Local authority Hertfordshire Inspection number 10175012 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 Not applicable

p.4

Information about this early years setting

The childminder registered in 2018 and lives in Royston, Hertfordshire. She operates all year round from 7am to 5.30pm, Monday, Tuesday, Thursday and Friday, except for bank holidays and family holidays. She provides funded early years education for two-, three- and four-year-old children.

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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 childminder showed the inspector the areas of her home that children access. They discussed how the childminder organises her setting and plans the curriculum and experiences for children. n The childminder shared a sample of documents with the inspector. This included evidence about training and the suitability of those living on the premises. n The inspector observed children and the childminder taking part in activities and assessed the impact on children's learning. The inspector and the childminder reflected on a learning experience for children. n Children spoke to the inspector about what they enjoy doing at the childminder's house. n The inspector took account of the views of parents from written feedback

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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

18 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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