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 Good

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The provision is good

Children are very happy and relaxed in the childminder's welcoming home. They develop secure bonds with her as she provides nurturing attention to them. Children laugh and cuddle her as they play together. They behave well and play alongside each other amicably. Children are mindful of their friends as they get drinks for each other. The childminder sets out clear expectations for behaviour. Children learn to be kind to each other and share toys as they role play making pizzas in the play kitchen.

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The provision is good

Children have plenty of opportunity to be physically active. They enjoy yoga sessions in the mornings. Children stretch and bend their bodies as they follow instruction. This helps develop their concentration and understanding of language, as well as making them feel calm and relaxed. Children delight as they fill moulds with sand to make sand cakes. They eagerly explore the garden looking for leaves and stones to decorate them. Children's confidence and self-esteem are fostered well as the childminder provides praise to the children when they show her their achievements.

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need to do better?

n The childminder has an ambitious curriculum for the children. She gathers useful information when they start, which she uses to shape and sequence learning. The childminder knows the children very well. She fully understands what the children can do and what they need to develop. This shapes the activities and resources provided to the children, to promote specific development. For example, children learn to recognise their name as they create pictures, using glue and salt to outline letters. They add coloured paint and are curious as they watch it disperse into the salt. They experiment with different colours to create rainbow letters. Children show high levels of concentration. n The development of communication and language is weaved through at every opportunity in the provision. The childminder understands the importance of using clear language with the children. Children show good levels of understanding and use a wide range of language as they play. For example,

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need to do better?

they talk about the different sea animals they can see in the water tray, such as an octopus and starfish. They are encouraged to problem-solve when they discover a leak in the tray. The childminder asks how they can fix it, and the children ingeniously find a pot to catch the water. n Regular walks along the canal and trips to the childminder's allotment support children to develop their understanding of the world. Children learn about bugs as they go on minibeast hunts around the allotment. They learn about caring for animals as they talk about which food they feed to the chickens. n The childminder works hard to maintain and develop her high-quality practice.

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need to do better?

4 July 2022 She keeps her knowledge up to date by attending regular online training. The childminder shows awareness of the impact that COVID-19 has had on children. She has recently started a course on understanding mental health in young people, to support children that may display any difficulties. n Children develop their independence well. They are confident in their self-care skills and know to wash their hands after playing outside or getting ready for lunch. Children choose resources and play independently. The childminder, in her eagerness to help, sometimes does too much for children. This means they do not have enough opportunities to have a go at practising new skills. n The childminder worked hard to keep in touch with the families during the COVID-19 pandemic. Regular contact enabled them to maintain a good connection with the childminder. As a result, children returned to the setting with ease. Partnerships with parents are strong. The childminder ensures that

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need to do better?

regular communication with parents allows her to share any emerging concerns swiftly. Parents speak highly of the childminder. They comment on the wide range of activities offered that support their children's growth and development. However, the childminder does not consistently support parents in their children's learning at home.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a robust understanding of the signs and symptoms of neglect and abuse. A thorough safeguarding policy details steps to be taken if concerns arise, with all the relevant and up-to-date contact details for professionals. Thorough risk assessments are carried out to ensure the setting is safe, and for trips out. Children are taught about safety at every opportunity. They are carefully supervised as they go down steep stairs to the playroom. The childminder uses stairgates to help keep her provision safe.

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should:

n support children more effectively to do things for themselves n explore further ways to involve parents in their children's learning at home.

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Setting details

Unique reference number EY451516 Local authority Hertfordshire Inspection number 10231838 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 1 September 2016

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Information about this early years setting

The childminder registered in 2012 and lives in Hertford. She operates all year round, from 7.30am to 5.30pm, Monday to Friday, except bank holidays and family holidays. The childminder holds a level 3 qualification.

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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 joined the inspector on a learning walk. She talked to the inspector about the curriculum. n The inspector observed the quality of education being provided, indoors and outdoors. She discussed children's progress with the childminder. n The childminder and inspector carried out a joint observation. n The inspector looked at relevant documentation. This included evidence of the childminder's suitability, the complaints record and safeguarding documents. n The inspector took account of the written views of parents.

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Inspection activities

4 July 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

4 July 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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