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 arrive happily at the childminder's setting and separate from their parents with ease. The childminder builds secure relationships with all children. Children are happy and confident. They enjoy inviting the childminder into their play, demonstrating the secure attachments they have with her.

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The provision is good

Babies use the large space to explore and support their developing physical skills. They crawl around, pulling themselves up to stand at the equipment of varying heights. Babies make loud, excited sounds to gain the childminder's attention. They delight in the praise they receive from her, showing they are proud of their achievements. Babies enjoy feeding themselves with finger food. This helps them to develop their hand-to-eye coordination. They make continuous attempts to pick up small pieces of grape, demonstrating their perseverance and high concentration levels.

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The provision is good

Children learn the rules and values of the setting from an early age. Young babies learn to tidy up, as the childminder encourages them to put single items into a basket. Older children enjoy setting up activities themselves and understand how to tidy them away. Children of different ages have excellent relationships. The older children enjoy supporting the younger children and babies in learning new skills.

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need to do better?

n Babies thrive in the care of the childminder. She has good knowledge of how they learn and develop. The childminder uses babies' natural desire to explore using their senses. She creates activities which develop children's natural curiosity. For example, the childminder provides jelly for babies to explore, together with various containers and utensils. She models how to scoop the jelly with a spoon. Babies show their delight by making cooing sounds and demonstrate their enjoyment. The childminder offers praise and encouragement to children, and this helps to build their self-esteem. n The childminder works hard to establish good relationships with parents. She spends time talking with parents to learn about individual children's routines. The childminder obtains information about children's starting points from parents. This allows her to plan activities that support children's next steps in learning. The childminder ensures that the activities and toys available are

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need to do better?

exciting and comforting to children. She shares information about children's development and progress with parents. However, the childminder does not always share ideas for activities with parents or encourage them to support children's learning at home. n The childminder is passionate about the care and education she provides. She

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need to do better?

24 October 2022 reflects regularly on her practice to maintain a high standard. The childminder works in partnership with other childminders to share ideas and for mutual support and advice. This also gives children opportunities to socialise with other children and adults. The childminder regularly attends local groups, including story time at the library. n The childminder provides an environment that supports children's language development. She talks to older children during their play about what they are doing and what they can see. This exposes children to a large variety of words. Children enjoy learning from each other. Older children support the language development of younger ones by playing and singing songs. However, the childminder does not consistently engage babies and younger children in conversation or talk about their play to promote their experience of language fully. n Parents speak very highly of the childminder. They praise her home-from-home

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need to do better?

setting and say how quickly their children settled. Parents talk of their children's love of the childminder and the strong relationships she builds with them. Parents discuss the support she offers them when they are weaning babies or encouraging children to explore new foods. Parents describe the childminder as 'calm, patient and reliable'. n The childminder regularly attends training to ensure her knowledge remains up to date. She undertakes specific training to help her to support children's needs further.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good understanding of the signs and symptoms of abuse and knows the process for reporting any concerns she may have. The childminder actively seeks to expand her knowledge of safeguarding and completes regular training to ensure her knowledge is kept up to date. She is knowledgeable on the wider issues within society, such as county lines and the impact this may have on the children in her care. The childminder ensures the ongoing suitability of all adults in her household and understands the process for reporting any allegations. The childminder completes regular risk assessments to ensure children are kept safe in her care.

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should:

n review support for parents to enable them to share ideas and continue and extend their children's learning at home n provide more opportunities for babies to hear and respond to spoken language during planned activities.

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Setting details

Unique reference number EY481026 Local authority Hertfordshire Inspection number 10236458 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 5 Date of previous inspection 31 January 2017

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Information about this early years setting

The childminder registered in 2014 and lives in North Watford. She operates all year round, from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate childcare qualification at level 3.

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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 provider and has taken that into account in their evaluation of the provider. n The childminder showed the inspector the premises and discussed how they ensure these are safe and suitable. n The childminder and the inspector discussed how the childminder organises the early years provision, including the aims and rationale for her curriculum. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on

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Inspection activities

24 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

24 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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