Reay, Cindy

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

p.1

The provision is good

Children demonstrate that they feel safe and secure in this nurturing environment. They have a close bond with the childminder, seeking her out for support and cuddling up to her for stories. Children enjoy the time they spend with their childminder. They interact well with her, giggling with delight at the spontaneous dance sessions she instigates.

p.2

The provision is good

Children show high levels of independence. They confidently explore the numerous exciting activities, both indoors and in the secure garden area. For example, children help themselves to age-appropriate resources, which the childminder displays in easily accessible storage units. Children have their own boxes where they confidently place their shoes and bags when they arrive at the setting. This prepares children for the routines of school.

p.2

The provision is good

Children behave well in the setting. They are aware of the rules and why they are in place. For example, children know that the Christmas tree is for everyone to look at and enjoy. They know not to touch the lights and decorations in case they break, and children get hurt. Instead, children are encouraged to create their own display. They explore a variety of felt decorations and place them on their own special tree.

p.2

need to do better?

n Children are developing a good understanding of healthy lifestyles. They enjoy healthy snacks of fruit and vegetables which they grow in the garden. Children have continuous access to outdoor play and enjoy daily trips out to local parks and woods. n The childminder places sharp focus on children's social development. She works closely with a network of other childminders. This provides opportunities for children to mix in larger groups where they learn skills such as taking turns, and cooperating in tasks. n The childminder works hard to establish effective means of communication with families from the start. She gathers essential information regarding children's interests and early experiences. She uses this knowledge when planning activities and learning opportunities to support children's progress. For example, children have a particular interest in musical instruments. The childminder uses this to support children's fine motor skills. Children use their fingers and

p.2

need to do better?

tweezers to place objects in containers and make their own maracas. n Feedback from parents is positive. Parents value the warm environment the childminder creates and acknowledge how this supports children's well-being. They value the high-quality communication regarding children's daily routines and progress. Parents praise the childminder's consistent approach to behaviour

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need to do better?

30 November 2022 management. They comment on how this supports children to behave well, both in the setting and at home. n Children's communication and language skills are well promoted. The childminder provides lots of opportunities for children to engage in meaningful conversation. For example, children enjoy sociable meals and snacks, where the childminder encourages them to talk about the delicious foods they enjoy. The childminder is a good role model. She speaks clearly and supports children to develop a varied vocabulary. n The childminder engages well with children in all activities and sessions of free play. She asks age-appropriate questions to support children in completing tasks. For example, in a stacking activity, children are encouraged to explore the sizes of wooden flowers. They then thread them in size order to complete the tower. However, the childminder does not always allow children to investigate

p.2

need to do better?

activities at their own pace. Activities are sometimes rushed and do not allow children to fully explore and expand on their ideas. n The childminder monitors children's learning well. She completes regular assessments to identify areas for development. The childminder carefully plans activities aimed at supporting children's progress. For example, children develop fine motor skills by using vehicles to scoop up cereal in a sensory farm activity. However, the childminder does not always place the same high focus on supporting children's next steps in sessions of free play.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good understanding of the signs and symptoms which could indicate a child is at risk of harm. She demonstrates good knowledge of the process to follow when reporting concerns to the correct authority. The childminder completes first-aid and safeguarding training in line with local authority guidelines. She completes regular risk assessments of all areas of her practice and supervises children well in activities.

p.3

should:

n enhance children's learning by ensuring children have sufficient time to fully explore their ideas in activities n support children's progress in sessions of free play to the same high standard that is observed in planned activities.

p.3

Setting details

Unique reference number EY424345 Local authority Hertfordshire Inspection number 10235525 Type of provision Childminder

p.4

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 3 Date of previous inspection 24 January 2017

p.4

Information about this early years setting

The childminder registered in 2011 and lives in St Albans. She operates all year round, from 8am to 5.30pm, Tuesday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate early years qualification at level 3.

p.4

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.

p.5

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

30 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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