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 thoroughly excited to arrive at this warm and friendly setting. The childminder and his co-childminder create a homely environment where children demonstrate that they feel happy. Children rush to greet their friends, and are eager to join them in exploring the numerous learning opportunities the childminder skilfully plans. Children also have plenty of opportunity to explore exciting activities outside of the home. For example, children enjoy regular forest school sessions where they socialise with other children, and develop a good understanding of managing risks.

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The provision is good

Children demonstrate high levels of confidence. They interact well with visitors and invite them to join in with activities. The childminder encourages children to be proud of their efforts and achievements. For example, children are drawing pictures of themselves and writing about their interests. The childminder is swift to hang them up in the playroom for everyone to admire.

p.2

The provision is good

Children develop close bonds with one another. Older children engage well with their younger friends. They help them in tasks, such as finding their water bottles, and are keen to explore activities with them. Children form close attachments to the childminder. They seek him out for cuddles when tired, and giggle with delight at the funny stories he tells.

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need to do better?

n The childminder establishes effective means of communication with all families. Parents receive regular updates about children's routines, and enjoy seeing the numerous photographs of children engaging in activities. Information and assessments regarding children's development are shared via an electronic journal system. This allows parents to access up-to-date information about children's progress. n The childminder has a good understanding of how children learn. He uses their interests and past experiences to inform his planning. For example, several children have visited the dentist recently. The childminder sees this as an opportunity to support children's understanding of oral hygiene. He encourages children to make teeth out of modelling dough and together they explore how to keep their teeth clean. n Children are learning to be independent. The childminder supports this by encouraging children to complete age-appropriate tasks. For example, children

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need to do better?

help prepare tables and chairs for snacks and meals. The childminder encourages children to put on their own coats and shoes, and manage essential hygiene routines with minimal help from adults. n The childminder places sharp focus on supporting children's mathematical

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need to do better?

25 November 2022 development. He uses children's daily routines to develop children's understanding of mathematical concepts. For example, during mealtimes, children are encouraged to explore positional language by describing where they sit in relation to their friends. n Parents speak highly of the childminder and the care he provides. They value the close bonds their children have with the childminder and his co-childminder. Parents are particularly complimentary about the additional care the childminder gives when supporting them and their children through the referral process. n The childminder has high expectations of children's behaviour. Children are kind and considerate to one another. They help their friends complete tasks, and always demonstrate good manners. The childminder is a good role model. He is polite and respectful towards children and adults. When children do not follow the setting rules, the childminder is swift to intervene. However, he does not

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need to do better?

consistently explain why certain behaviours are inappropriate. Children do not fully understand the impact their behaviour may have on themselves and others. n The childminder has good knowledge of the children in his care. He carefully plans activities that are aimed at supporting their social skills, in preparation for starting school. For example, he uses group sessions and stories to support children in understanding what makes them unique. Children use mirrors to explore their features and compare similarities and differences between one another. However, group sessions can on occasion be dominated by the more outgoing children. Quieter children are not always encouraged to engage fully in these group activities.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has strong knowledge of the signs and symptoms that could indicate a child is at risk from harm. He describes the correct process to follow when reporting concerns to the appropriate authority and the need to do so in a timely manner. The childminder completes regular safeguarding and first-aid training to keep his knowledge up to date with changes is legislation. He conducts regular risk assessments on all areas of the setting and supervises children well in activities.

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should:

n better support children's understanding of why certain behaviours are inappropriate, and the impact their actions have on themselves and others n better support the learning and development of quieter, less outgoing children in group activities.

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Setting details

Unique reference number EY432989 Local authority Hertfordshire Inspection number 10235583 Type of provision Childminder

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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 6 Date of previous inspection 28 November 2016

p.4

Information about this early years setting

The childminder registered in 2011. He lives in Stevenage, Hertfordshire. The childminder's wife is a registered childminder and the two work together as co- childminders. The childminder operates all year round, from 7.30am until 5.45pm on Monday and Thursday, and from 8.30am to 5.45pm on Tuesday, Wednesday and 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 provider and has taken that into account in their evaluation of the provider. n The inspector considered the views of parents by reviewing feedback letters. n The inspector looked at relevant documents, including evidence of the suitability of all persons living at the premises. n The inspector observed the interactions between the childminder and children during activities. n The inspector observed the quality of teaching to assess the impact on children's learning. n The inspector and childminder completed a joint observation of an activity to assess the quality of teaching. n The inspector held discussions with the childminder about the monitoring of learning and development in the setting and tracked the progress of several children.

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Inspection activities

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

25 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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