Luisa Shore

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Requires improvement

p.1

The provision is good

Children are happy and play with their friends. They choose from a wide selection of activities in the childminder's home. Children particularly enjoy playing outside and developing their physical skills. For example, children have a go at sliding, driving cars and building with blocks. They run freely and giggle as they play with their friends, the childminder and her assistants.

p.2

The provision is good

Children have lots of opportunities to use new words. They chat, sing and read books together. Children work together to learn numbers and sort shapes. The childminder and her assistants use positive language to celebrate the achievements of all children. For example, when sorting the shapes, children name them, saying 'a blue triangle' and 'a red square'. Staff encourage children to share, saying, 'Can you let your friend have one?' and 'well done' when they take turns.

p.2

The provision is good

Children benefit from eating and learning about healthy food which is freshly cooked by the childminder. They sit together and eat, chat and relax. Children behave well in an environment where the expectations are clearly set out by the childminder. Children are well looked after. They are learning self-care skills with the support of the childminder and her assistants. The strong structure and routine help children to manage their feelings so that they are ready to learn.

p.2

need to do better?

n Since the last inspection, the childminder has begun to implement a stronger recruitment process in order to ensure new staff are suitable and experienced. As a result, children are developing strong relationships with the childminder and her assistants. n The childminder is improving her own knowledge and the knowledge of her assistants on how to use assessment to inform planning. She is taking steps to introduce new ways to identify next steps and share these with parents. n The childminder has reflected on her practice since the last inspection, particularly her own professional development and that of her assistants. She has implemented a structured plan of support to identify and develop opportunities to support children's learning in a more focused way. n The childminder and her assistants interact with children in positive ways. They use praise and encouragement throughout the day. As a result, children are

p.2

need to do better?

confident and engaged in their learning. n Adults support children's physical development particularly well. There is a strong focus on both fine- and gross-motor skills. For example, all children in the setting are encouraged to explore mark making every day, using a variety of tools. n Parents are happy with the care that children receive and report that children

p.2

need to do better?

26 July 2022 make progress across the different areas of learning. n Since the COVID-19 pandemic, the childminder has made changes to the settling-in process. Parents say that the personalised approach to settling their child is good, and report that this reassures them and their children settle quickly. n The childminder provides plenty of opportunities for children to cut, stick and make marks, using a variety of tools. Children are becoming more confident as they develop their fine-motor skills. n The childminder and her assistant plan activities which link to the children's interests and, as a result, children are engaged in their learning. On occasion, older children do not have enough opportunities to be fully challenged in their learning. n The childminder has a good awareness of the cultural backgrounds of the children who attend the setting. Although the childminder works with parents to find out about their child's cultural traditions, she does not use this information

p.2

need to do better?

to support children's understanding of each other's culture. n The childminder and her assistants encourage children to take risks in their play. Children of all ages play together in the garden and have a go at sliding, climbing and jumping. As a result, children are beginning to choose how high to climb and decide whether they want to do this on their own or ask for help.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good understanding of how to keep children safe. She understands the signs of concern to look out for and is confident about where to report any concerns. Assistants in the setting are confident that they can recognise signs of abuse and share their concerns with the childminder if any arise. Children understand the importance of safety, as the childminder and her assistants talk to them about how to keep themselves safe. For example, they teach children how to use a range of equipment safely.

p.3

should:

n help children to learn about people from other cultures to support their understanding of similarities and differences between themselves and others n adapt learning opportunities so that they offer further challenge for older children.

p.3

Setting details

Unique reference number EY554408 Local authority Hertfordshire Inspection number 10210044 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 3 Number of children on roll 8 Date of previous inspection 22 September 2021

p.4

Information about this early years setting

The childminder registered in 2017 and lives in St Albans. She operates her provision all year round from 8am to 7pm, Monday to Friday, except for bank holidays and family holidays. She works daily with an assistant.

p.4

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 held a learning discussion together to understand how the curriculum is organised. n The inspector observed the assistants' interactions with children during adult-led activities and reviewed this with the provider. n The inspector observed interactions between the provider and children throughout the morning. n The inspector spoke to parents and saw written feedback during the inspection and took into account their views. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n Staff spoke to the inspector during the inspection.

p.4

Inspection activities

26 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

26 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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