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 welcomed into the provision by the warm and friendly childminder. She provides cuddles and reassurance to children to help them settle, as they separate from their parents on arrival. This helps children to feel safe and secure in the childminder's care. Children play happily alongside each other. Older children are mindful of babies playing, sharing their toys as they put coins into a piggy bank. The childminder has high expectations for children's behaviour. She gently encourages them to share and take turns. Children begin to learn that their behaviour has an impact on others.

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The provision is good

Children's physical development and health are strongly promoted. The large outdoor space and trips to soft-play areas offer plenty of opportunities for children to challenge their physical skills. Children thoroughly enjoy learning outside. Regular visits to nearby woods and weekly forest-school lessons help to develop children's understanding of the world around them. They find conkers and pick blackberries. Children learn to be healthy as they find out about oral hygiene. They share books about brushing their teeth and play with toothbrushes. They talk about healthy eating as they eat fruit for their snack.

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need to do better?

n The childminder knows the children well. She knows what they can do and what they need to do next to develop their learning. Robust and thorough settling-in procedures ensure that the childminder can fully understand the children's starting points. She ensures that when children return from their summer break, she talks to parents to understand any changes in routine. This ensures that the needs of the children can be effectively met when they first start and as they grow and develop. n The childminder has a clear vision for providing good-quality education. There is a range of resources that children can access freely. Children enjoy playing with cars and mark making using white boards and pens. However, the curriculum for some of the most-able children is not always ambitious enough. For example, some activities do not provide high enough levels of challenge to extend their learning even further.

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need to do better?

n Parents speak highly of the childminder. They say she is 'always considerate and willing to help.' The childminder keeps parents up to date with their children's progress, with daily updates and pictures. She prepares termly reports, which detail children's progress and next steps. The childminder encourages parents to make their own contributions to this. She sends newsletters out to families to inform them of topics of learning. This provides families with ideas to continue learning at home. n Children's language and communication is effectively supported. The childminder

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need to do better?

7 September 2022 asks questions about the children's holidays. They smile as they recall finding a crab crawling on the beach. The childminder introduces new words as she shares stories with the children. She praises children, as they point to the picture and say 'monkey' for the first time. Children with speech and language delay are well supported. The childminder works closely with parents and speech therapists to implement strategies to support children. As a result, children make good progress in their language and communication skills. n The childminder supports children to develop some self-care skills. For instance, young children learn to feed themselves, using cutlery at lunchtime. However, on some occasions, the childminder does not provide opportunities for children to develop their independence during daily routines. For example, older children are not always encouraged to put their own coats and shoes on.

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need to do better?

n The childminder understands her responsibilities. She has a positive attitude towards extending her knowledge. She ensures that all mandatory training is completed. Further training has enabled the childminder to develop her understanding of how children learn. This has had a positive impact on the childminder's curriculum and the outcomes for children. Regular networking with other childminders provides opportunities to share ideas, resources and attend outings together. This helps to ensure that teaching remains at a good level.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good understanding of her responsibilities to promote children's welfare. She knows the signs and symptoms of abuse and/or neglect and knows what to do if she is concerned that a child may be at risk. This helps to keep children safe. The childminder ensures that children are supervised closely in her home and garden and when they are on outings. She reminds children not to run inside. and supports them to manage steps into the garden. This provides a safe environment for children to explore and learn.

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should:

n ensure that activities provide high enough levels of challenge to further extend the most able children's learning n provide opportunities for children to develop their independence during daily routines.

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Setting details

Unique reference number EY298977 Local authority Hertfordshire Inspection number 10234889 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 4 Date of previous inspection 6 October 2016

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Information about this early years setting

The childminder registered in 2005 and lives in Brookmans Park. She operates Monday to Thursday, from 7.45am to 5.30pm, term time only. The childminder holds a relevant 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 of story time. n The inspector looked at relevant documentation. This included evidence of staff suitability, child records and safeguarding documents. n The inspector spoke to parents during the inspection and took account of written feedback provided.

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Inspection activities

7 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

7 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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