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 flourish in the childminder's setting. They feel safe and secure in the home-from-home environment, which the childminder has created. A strong settling-in plan allows children time to settle with the childminder and begin to build trusting relationships with her. Children welcome the childminder in their play. They are confident to ask for help when needed. For example, at the magnetic blocks, children ask the childminder if she can help them build a better base for their house. They talk about how they are going to build the house together, and what shape the chimney is going to be.

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The provision is good

Children have a positive attitude to their learning. They enjoy making independent choices about what they might like to play with next. Children have fun exploring the activities available, talking to the childminder about them and revisiting previous learning. The childminder models how to use equipment when children find it difficult. Children use 'trial and error' methods to get play dough through the shape maker, discussing how hard they must push it. They concentrate with the play dough for a long period of time, showing good levels of perseverance when learning new skills. Children thrive on the praise and encouragement the childminder offers them.

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need to do better?

n The childminder knows the children well. When children start attending her setting, the childminder gathers information from parents about their children's development and interests. The childminder uses this information, and her own observations, to plan children's next steps in their learning. Activity ideas are shared well with parents, supporting consistency in children's learning. All children make good progress during their time with the childminder. n Children visit the local farm to meet and feed the animals. They talk about what they see and the noises the animals make. This broadens children's experiences of the world around them. The childminder regularly attends a local toddler group, where children make good friendships with others. This gives them the opportunity to develop their social skills. n The childminder supports children to become independent. She teaches young children to wash their hands and wipe their own noses, developing their self-

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need to do better?

help skills. At snacktime, children independently use knives to cut up their snack, receiving praise from the childminder as they remember to move the knife backwards and forwards. Older children learn to put on their coats and shoes in preparation for transition to school. n Children learn the rules and values of the setting from a young age. They know to tidy up their toys when the childminder mentions it is time for snack. The childminder encourages children to share. They talk about why they must do

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need to do better?

14 November 2022 this, and how it makes other children feel when they do not share, developing their understanding of emotions. n Children develop their physical skills as they manipulate and play with the play dough. They squeeze it and use rolling pins to create desired shapes. The childminder develops children's mathematical skills, as she talks about the number of eyes on the spider the children have created. The childminder extends this further, talking about the shape of the marks left by the rolling pin as they stamp it on the play dough. n Children enjoy developing their imaginative skills, as they build different models with the magnetic blocks. The childminder talks to the children about their creations. They describe how it looks, developing a wider vocabulary. However, the childminder does not always allow time for children to solve problems. For example, as a building collapses, the childminder immediately tells children the

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need to do better?

chimney is too heavy. This does not allow children time to think independently about why this may have happened. n Parents are highly complimentary of the childminder. They say that their children love attending the setting. Parents are included in planning the next steps in children's learning and feel part of their learning journey. Parents are happy with the communication provided by the childminder, particularly the photos they receive throughout the day.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder provides all children with a safe environment for them to play and learn in. The childminder's knowledge of safeguarding is good. She is very aware of the recording and reporting processes required, should she have a concern about a child. The childminder has excellent knowledge of the possible signs that could indicate a child may be at risk of harm. She is aware of wider issues in society, such as the 'Prevent' duty guidance and county lines. The childminder understands the reporting process for these. A robust safeguarding policy underpins her very good practice.

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should:

n strengthen the use of effective questioning to support the development of children's problem-solving and critical-thinking skills.

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Setting details

Unique reference number 129785 Local authority Hertfordshire Inspection number 10234152 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 6 February 2017

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Information about this early years setting

The childminder registered in 1995 and lives in Kings Langley. She operates all year round, from 7.30am to 5:30pm, Monday to Thursday, except for bank holidays and family holidays. The childminder provides funded early years education for two-, three- and four-year-old children.

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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 setting. n The childminder showed the inspector the premises and discussed how they ensure those are safe and suitable. n The childminder and the inspector discussed how the childminder organises their early years provision including the aims and rationale for their EYFS curriculum. n The inspector observed the quality of education being provided indoors 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

14 November 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

14 November 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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