Childminder in Hertfordshire

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 feel incredibly settled and happy in the childminder's care. They form strong bonds with the childminder and her assistant. Children receive gentle reassurance and support throughout the day, whenever they need. The most confident children introduce themselves as they greet visitors and openly engage in discussions with them. For instance, they answer questions that visitors ask about the similarities between the two toys they are playing with.

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The provision is outstanding

Children thoroughly immerse themselves in opportunities to sing familiar rhymes. They enthusiastically join an adult-led singing activity. They sit and focus fully, completing familiar actions and singing along. Children, including the youngest, build on their previous learning experiences. For example, they find the sheep finger puppet and sing the whole of a familiar nursery rhyme, singing each word clearly. They are so engrossed in what they are doing that they do not realise they are being watched by the adults around them until they receive praise when they finish.

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The provision is outstanding

Children have a strong understanding of what makes them unique. They learn about different festivals that their friends celebrate through engaging activities. For instance, they complete large-group paintings together to learn about the Hindu festival of Holi. Younger children proudly show the childminder and her assistant their hair, talking about how mummy had tied it up for them. Older children discuss the dresses they wear and how the dresses are different from one another.

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need to do better?

n The childminder skilfully provides children with a wealth of activities to support their individual targets. She builds on young children's emerging vocabulary. For instance, she uses relevant language such as 'tip', 'scoop' and 'pour' as she shows children how to use different tools and containers. Older children use more complex words, for example when talking about the 'glittery' rice they pour into cups. Children then instinctively practise what the childminder has shown them by themselves. For example, they move to the mud corner and continue to use pots and scoops independently. Children fully develop the skills that they need to succeed in their future learning. n The childminder and her assistant constantly discuss children's progress. This helps them to quickly identify areas where children need additional help and support, for example in developing their social skills. They plan opportunities for

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need to do better?

children to do this in a familiar environment, such as inviting other childminders and children over to play. The childminder and her assistant build on these experiences, working collaboratively with parents. For example, they suggest that parents take children to play centres to build on their confidence away from

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need to do better?

21 March 2022 the setting. Parents embrace the idea. As a result, children rapidly learn to cope in unfamiliar situations, such as when new adults come to visit. n Children receive highly focused support to build positive relationships, resulting in a calm and harmonious atmosphere. The childminder and her assistant instinctively guide children, for example by explaining gently why they need to use 'kind hands' with their friends. Older children learn to ask younger children for things before taking them. This helps the younger children to understand what is happening. Older children recognise how their actions can affect others. For instance, they talk to visitors about how they need to keep smaller items away from the youngest children so that they do not choke. n The childminder has superb relationships with the parents of children who attend. She provided them with excellent support during local lockdowns as a

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need to do better?

result of the COVID-19 pandemic. For instance, she sent children's favourite resources and stories home with them. She held regular discussions with parents, which helped her to monitor children's progress throughout. The childminder visited the children from a safe distance, such as by chatting to them through the window. As a result, gaps in children's development were minimal and children were able to settle straight back into the childminder's home when they returned. n Professional development opportunities are specifically focused on supporting the needs of each child. The childminder acts as a superb role model for her assistant and provides her with continuous support. For instance, she provides her with feedback and ideas during activities, which helps her to extend children's learning instantly. The childminder is well respected professionally. She shares her years of experience with other local childminders, readily

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder and her assistant fully understand their responsibilities regarding children's welfare. They complete appropriate safeguarding training to keep their knowledge up to date. The assistant understands the process to follow should she have concerns about the childminder's interactions with children. She receives regular supervision meetings, where the childminder discusses her ongoing suitability with her. The childminder regularly reviews her policies to ensure that the information is up to date. This helps the childminder and her assistant to raise any concerns swiftly with the relevant agencies.

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Setting details

Unique reference number EY152325 Local authority Hertfordshire Inspection number 10127089 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 12 Number of children on roll 16 Date of previous inspection 22 April 2015

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Information about this early years setting

The childminder registered in 2002 and lives in Bushey. She operates all year round, from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a childcare qualification at level 3. She works with one assistant. The childminder provides funded early education for three-year-old children.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The childminder and the inspector jointly completed a learning walk of the setting. They discussed the childminder's curriculum and how this supports children's learning and development. n The inspector held discussions with the children, the childminder and her assistant at relevant points throughout the inspection. n The inspector spoke to parents and read written feedback. She took their views into consideration. n The childminder and the inspector jointly observed the assistant's interactions with children. They discussed the impact of these interactions on children's learning and development. n The inspector looked at a selection of relevant documentation, including

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Inspection activities

evidence of the suitability of household members and insurance documents.

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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

21 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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