Collins, Caroline

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

p.1

The provision is good

Children are happy and settled in the care of the warm and friendly childminder. They play with blocks and smile as they balance and build. Children have a good relationship with the childminder and regularly check in with her for cuddles when needed. The activities are well planned, and resources are set out to reflect the interests of each child. As a result, children make good progress from their individual starting points.

p.2

The provision is good

Younger children are taught about the rules and routine in the home-from-home setting and their behaviour is good. They are kind to each other, take turns and share the resources. Children receive lots of praise and encouragement from the attentive childminder. For example, she tells them, 'Well done, that's amazing', which helps to boost children's self-esteem and self-confidence.

p.2

The provision is good

Younger children are motivated to play, explore and to make new discoveries. They explore a 'song bag' with the childminder and anticipate what the next song may be. Children delight in choosing a song to sing and laugh as the childminder sings it to them, while using the prop from the bag to support language. Children enjoy this and listen attentively to songs and rhymes as the childminder sings them.

p.2

need to do better?

n The childminder supports children's communication and language development well. She helps younger children to practise using a variety of sounds to support their speech. For example, the childminder says words, such as 'rattle' and 'baby' as they explore toys. However, at times, the childminder does not allow children the time to respond to questions that they are being asked. This does not give younger children the opportunity to express their thoughts and ideas to build on their communication and language skills. n Mathematical language is used throughout play experiences with children. Younger children sit and enjoy the childminder counting their toys. The childminder repeats the numbers in order to embed learning. She introduces mathematical concepts, such as big and small and the children delight in showing her objects that she names for them. The childminder uses interactions that are appropriate to the age and stage of development of the child. She

p.2

need to do better?

knows her children very well and uses this information to be able to move them on to the next stage of learning. Children are settled and willing to have a go. They guess the words of objects and are eager to receive praise, which the childminder gives in abundance. n The childminder provides children with good opportunities to develop their early writing skills. Children who are more active use chunky chalks to make marks on the ground outdoors. They learn how to hold a pencil in their dominant hand

p.2

need to do better?

5 October 2022 and are supported with this. Children delight in showing their creations to parents when they come to collect them. n Children explore the local community with the childminder. She has identified the impact that the COVID-19 pandemic has had on children's social skills. As a result, children benefit from visits to playgroups, the farm, and local parks, where they socialise with others. The childminder makes use of the time outdoors to add learning opportunities. Older children spot the colours of doors on houses and numbers on lamp posts as they walk around. Younger children hear and repeat words about what they see around them. n The childminder teaches children about keeping themselves healthy. They learn good hygiene routines, such as regular handwashing before eating. The childminder provides them with healthy snacks, and children independently access their drinks. Children are taught to use their manners from an early age.

p.2

need to do better?

They say 'please' and 'thank you' with encouragement and are offered praise. Older children use these without being prompted. n Parent partnerships are effective. The childminder works closely with them to exchange information about children's progress. Parents say how much their children love attending and how other parents and children feel like family. The childminder works closely with parents of new children when they first start, to find out about what children can do and their needs.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder is aware of her responsibility to keep children safe from harm and how to protect them from risks. She is clear about the signs and symptoms of abuse and regularly attends online training to raise her understanding of the more complex issues affecting children. The childminder is also aware of her responsibilities should an allegation be made against her, or a member of her household. The childminder effectively risk assesses the premises to ensure that children are safe when in her care. She has clear procedures to ensure children's safety and regularly conducts fire drills with children so that they know what to do in an emergency.

p.3

should:

n give more opportunities and time for children to think about their responses to questions asked, to build on their early language development.

p.3

Setting details

Unique reference number 149177 Local authority Hertfordshire Inspection number 10234249 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 6 Number of children on roll 3 Date of previous inspection 4 October 2016

p.4

Information about this early years setting

The childminder registered in 1994 and lives in Stevenage. She operates all year round from 7am until 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a qualification at level 3.

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 inspector viewed the provision and discussed the safety and suitability of the premises. n The childminder and the inspector completed a learning walk together to discuss the childminder's intentions for children's learning. n Children spoke to the inspector during the inspection. n The inspector observed the interactions between the childminder and children. n The inspector carried out a joint observation of an activity completed by the childminder. n Parents shared their views of the setting with the inspector. n The inspector looked at relevant documentation and reviewed evidence of the suitability of household members.

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Inspection activities

5 October 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

5 October 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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