Childminder in Herefordshire

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 independently access a wide range of good-quality toys and resources indoors and outdoors. They are motivated to play and eager to learn. Children are happy and settled. They form strong relationships with the kind and caring childminder and clearly enjoy the time they spend in her care.

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The provision is good

Children have fun as they explore textures, such as cornflour and water. They demonstrate good thinking skills and predict how much cornflour and water to add to their tray. Children strengthen the muscles in their arms as they mix and stir. Young children display high levels of concentration as they select different-sized containers to transfer the water from a bucket into their tray. Children excitedly use their fingers to make marks in the 'gloop'.

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The provision is good

Children enjoy lots of cuddles with the childminder throughout the day, particularly if they are tired or shy around strangers. This helps children to feel relaxed and emotionally secure. Children use their imagination to build a storyline into their play. They pretend to go to the shops and talk about the items they will buy. Children develop an understanding of how to care for living things. They are eager to help the childminder feed the guinea pigs and their babies.

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need to do better?

n The childminder tailors settling-in sessions to meet the needs of children and their families. She invites children and parents to stay and play, and supports them to get to know her and her family. This helps children to become familiar with their surroundings and build a relationship with the childminder from the start. n The experienced childminder has a secure understanding of how children learn and develop. She provides a good balance of child-initiated and adult-led play activities to support children's learning. The childminder knows children well. She uses her knowledge of what children know and can do to plan a broad curriculum around children's individual interests and next steps in learning. Children make good progress. n The childminder supports children's early literacy skills well. Children independently access a good range of books and mark-making resources. The childminder sits alongside children as they draw pictures. She enthusiastically

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need to do better?

reads stories to children and encourages them to join in with songs and rhymes. n The childminder is a good role model. She has high expectations for children's behaviour. The childminder has house rules, which she shares with children and parents. Children learn good manners as the childminder offers them gentle reminders during their play, such as to say 'please' and 'thank you' throughout the day.

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need to do better?

24 March 2022 n The childminder has good relationships with parents and works with them to support children's learning at home. She shares information about their children's achievements in a range of ways. For example, through daily verbal feedback and digital messages. Parents comment positively about the childminder and her setting. They value her caring nature and the wide range of fun and stimulating activities she offers. However, the childminder has yet to establish effective relationships with other settings children attend to share information with them about children's learning to ensure consistency in their care and education. n The childminder supports children to follow effective routines to support their good health. She provides them with healthy meals and snacks throughout the day. Children learn the importance of good hygiene and use individual flannels to wash and dry their hands before snack. However, on occasions, the

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need to do better?

childminder does not fully support children's growing independence as she completes tasks for them that they could do for themselves. n Children have daily opportunities to be physically active and play outside in the childminder's spacious garden. They learn to manage risks safely as they confidently climb, bounce and balance on apparatus. n The childminder strives to deliver high-quality care and education at all times. She knows what she does well and areas of her practice she would like to develop. The childminder meets regularly with other childminders to discuss best practice and any changes to legislation.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a secure understanding of her role to safeguard children. She attends regular child protection training to keep her knowledge up to date. The childminder is aware of the signs that may indicate a child is at risk of harm. She demonstrates a good understanding of the procedures to follow should she have any concerns about a child's welfare. The childminder checks her home each day to ensure that children play in a safe environment. She supports children to learn how to keep themselves safe. For example, she explains that only one child at a time can play on the trampoline.

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should:

n strengthen relationships with other professionals at other settings children attend to provide continuity in children's care and learning n provide children with even more time to learn new skills and complete tasks for themselves.

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Setting details

Unique reference number EY438123 Local authority Herefordshire Inspection number 10066089 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 6 Date of previous inspection 7 August 2015

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Information about this early years setting

The childminder registered in 2012. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n This was the first routine inspection the setting received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken this into account in their evaluation of the setting. n The inspector and childminder completed a learning walk together to discuss activities and intentions for children's learning. n The inspector and childminder discussed and evaluated a learning activity together. n The inspector took account of views of parents through written documentation. n The inspector looked at required documentation, including evidence of the suitability of the childminder and members of the household.

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Inspection activities

24 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

24 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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