Grindey, Alice Judith

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

Young children are settled and happy in the childminder's care. They move around the room, paying attention to the environment and resources around them. Children display positive attitudes to learning. They smile as they sit on the carpet alongside the childminder and watch toys, which light up and make noise. Children develop good hand-to-eye coordination. They lean forward and grasp coloured rings in different sizes, which they place onto a musical pole. Young children display curiosity as they push buttons on musical toys and mimic the sounds they make, such as 'uh-oh'. They kick their legs with excitement as they watch.

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The provision is good

Children develop an interest in books and stories. They learn how books work and display independence as they respond to the childminder's encouragement to turn the pages. Children's early language development is supported through the childminder's careful consideration of age-appropriate books and rhymes. Children are familiar with key words in sign language and the childminder uses this consistently alongside the spoken word, to promote children's depth of understanding at all times. For example, they follow the childminder's instructions as she asks them if they can open the flap. Children confidently use their index finger to point to the animals and lift the flaps on each page.

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need to do better?

n Settling-in procedures are effective. The childminder invites parents to stay and play when children first begin to attend. During these sessions, she gathers information about children's care needs, routines and interests at home. However, the childminder does not always seek enough information from all parents about their children's current achievements when they first start to attend, to help her plan for children's learning from the outset. n The childminder provides children with a variety of play activities and resources. For example, they build towers with wooden blocks and join pieces of train track together. However, the childminder is yet to consistently provide children with enough experiences to further develop their exploratory skills and creativity. n The childminder builds positive partnerships with parents. She speaks with them at drop off and collection times and sends digital messages during the day if

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need to do better?

requested. Parent feedback is positive. They refer to the childminder as a reliable and trustworthy individual and value the broad range of experiences she offers. n Children sit at the table to enjoy healthy snacks and meals. Currently, children bring lunch boxes from home. The childminder works with parents to make sure these are healthy and nutritionally balanced. She supports children to follow consistent hygiene routines. For example, the childminder wipes young children's hands before they sit in the highchair to eat their snack. She

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need to do better?

6 September 2022 encourages children to reach forward to grasp fruits and feed themselves independently. n The childminder carries out personal care practices, such as nappy changing, sensitively to meet the needs of individual children. She talks to children about what she is doing and gives them small tasks, such as to hold something for her. This promotes children's physical and emotional well-being. n The childminder plans regular trips into the local community to broaden children's experiences beyond their usual environment. They visit toddler groups and engage in activities, such as singing and phonics sessions. These experiences support children to interact with a wider group of children and helps to develop their confidence in social situations, in preparation for future learning. n The childminder supports young children's communication and language skills as they play and explore different resources. She makes eye contact and speaks to

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need to do better?

children as they engage in play activities to support their understanding of what they are doing. For example, as children push a wheeled toy across the table, the childminder clearly introduces the word 'push'. n The childminder seeks professional development opportunities that have a positive impact on the individual needs of children that attend. For example, she attends specialised training relating to epilepsy and the handling of seizures, should children require medical attention in her care.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a secure understanding of her responsibility to keep children safe. She supervises children closely and ensures they play in a suitable environment. The childminder is able to identify the signs and symptoms of abuse, including those that may indicate a child or a family member is a victim of exploitation. She regularly updates her safeguarding training and knows how to report concerns about a child's welfare. This includes the procedure for reporting allegations against adults working with children.

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should:

n build on the information gathered from parents on all children's prior achievements and stages of development to better inform the initial assessment and planning of activities n provide further opportunities for children to participate in activities which promote their exploratory skills and creativity.

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Setting details

Unique reference number EY460067 Local authority Herefordshire Inspection number 10106588 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 2 Date of previous inspection 2 December 2015

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Information about this early years setting

The childminder registered in 2013 and lives in the Venn's Green area of Herefordshire. She offers childcare between 7am and 6pm, Tuesday to Thursday, all year round, excluding family holidays.

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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 her evaluation of the setting. n The childminder discussed her intentions for children's learning and the curriculum she offers. n The inspector observed the quality of education during activities indoors and assessed the impact this has on children's learning. n The inspector looked at required documentation, including the childminder's paediatric first-aid certificate. n The inspector took account of the views of parents through written documentation.

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Inspection activities

6 September 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

6 September 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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