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 Not applicable

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The provision is good

Children thoroughly enjoy their time with the childminder and show that they feel safe and secure in her care. They confidently chat to the childminder about their experiences and families. Children eagerly join in with activities the childminder arranges. They choose the picture they would like to design and select the materials that they want to glue and stick. Children learn to play cooperatively and to share resources. They receive consistent support and explanations to help them to understand and express their needs and wants. Children benefit from the childminder's calm approach.

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The provision is good

Children behave well and are incredibly respectful. They wait patiently when they want to ask a question and listen intently to their friends when they are talking. Children say 'please' and 'thank you'. They are encouraged to complete self-care activities and follow good hygiene processes. They wash their hands before they eat and after they have completed messy-play activities. Children blow their own noses; they know that they need to dispose of the tissue and wash their hands. The childminder discusses why they need to follow this process and explains that it is to prevent the spread of germs.

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need to do better?

n The childminder knows children well and plans effectively to help them move forward in their learning and development. She has a good understanding of typical child development and can identify when a child may need additional support. She has a clear plan about what she wants children to achieve, to help them with the eventual move to school. n Parents are positive about the childminder and the service that she provides. They comment on how patient and calm the childminder is and say that their children enjoy attending. The childminder uses a variety of ways to share information with parents to ensure that they know what their child needs to learn next and how to support ongoing learning at home. n The childminder acts as a good role model to help children to develop good manners and resilience. For example, when glue spills on the floor, the childminder reassures children and giggles with them when they discover how

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need to do better?

much glue is dripping. The childminder's calm approach to simple accidents helps children to build coping strategies when things go wrong. n The childminder introduces children to new games that can be adapted to suit all the children in her care. For example, they play dominoes. She encourages the children to count the number of dots and find the corresponding one. She skilfully discusses shapes as the dominoes stretch across the room and the children negotiate where to put the next one. n The childminder has a good understanding of how to support children with

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need to do better?

21 November 2022 special educational needs and/or disabilities. She sensitively discusses children's needs with parents and offers strategies and support. n The childminder works with other professionals and knows where to seek advice and support. However, there are occasions when children attend multiple settings, and the childminder does not seek or share information regarding children's progress or stage of development. This has an impact on children having consistency in their learning. n Children have many opportunities to explore and take part in new and exciting activities. The childminder offers a range of different games, puzzles and messy play. Children help themselves and choose what they would like to play with. For example, they select play dough and create and mould it into rainbows. Children are very proud of their achievements. n The childminder is keen to develop her knowledge and skills. For example, she

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need to do better?

ensures that her paediatric first-aid training is refreshed appropriately. The childminder is reflective and targets the training she completes to improve her practice. For example, she plans training to further enhance her understanding of how to support children's communication and language skills. n The childminder encourages children to eat healthy food. Parents comment on how she has introduced their children to new foods. For example, they grow apples, figs, blackberries and plums. The children pick these and eat them for snack. They childminder explains to children that they are organic and what this means. The childminder has a good understanding of children's allergies and preferences, and this helps to promote their health and well-being.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a strong understanding of her responsibility to safeguard children. She completes regular training to ensure that her knowledge is up to date. The childminder recognises the possible signs of abuse and neglect. She is aware of wider safeguarding issues, such as the risk of exposure to extreme views and behaviour. The childminder has policies in place to follow should she need to raise concerns regarding children's welfare to other agencies. She understands how to deal with allegations against herself or a member of her household.

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should:

n discuss and share information about children's development and next stage of learning with other settings, to ensure that there is a consistent approach to children's early years experiences.

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Setting details

Unique reference number 2589101 Local authority Hertfordshire Inspection number 10251181 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 6 Date of previous inspection Not applicable

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Information about this early years setting

The childminder was registered in 2020 and lives in Potters Bar, Hertfordshire. She operates all year round, from 7am until 6pm, Monday to Friday, except for bank holidays and family holidays.

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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 spoke to the inspector about her intentions for children's learning. n The inspector observed the quality of education being provided and assessed the impact on children's learning. n The childminder completed a joint evaluation of an activity with the inspector. n The childminder shared a sample of documents with the inspector. This included evidence about training and the suitability of those living on the premises. n Written and verbal feedback from parents was taken account of by the inspector.

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Inspection activities

21 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

21 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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