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 have a strong relationship with the childminder. They are keen for her to join them when completing activities. For example, children take activity sheets to her so they can count together. Babies receive comfort from the childminder if they become unsettled. They cuddle into the childminder when they drink from their bottle.

p.2

The provision is good

Children enjoy each other's company. They role play with dolls and pushchairs. When, on occasion, children struggle to share resources, the childminder explains the importance of being kind and sharing. She uses a sand timer to help children understand about taking turns. Children competently explore numbers and shapes. They count and recognise numbers one to five and name shapes, for example, square, triangle and heart. Babies explore a range of shakers and musical resources. Children help to tidy up before moving onto the next activity. This helps them to understand routines.

p.2

The provision is good

Children revisit previous learning. For example, they talk about why a giraffe has a long neck. This embeds their existing knowledge. Children share with visitors the title of their favourite books. They talk clearly about the tiger in the story and how the family went to the café for tea. Children like to share what they enjoy doing at the childminder's. For example, they talk about enjoying drawing, playing with big giraffes and playing together. Children show a sense of belonging while attending the childminder's setting.

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need to do better?

n The childminder has a curriculum that she adapts to meet the needs of all the children who attend. She is clear about what each child's next steps are and ensures that she provides suitable activities to support this. For example, when practising counting, children count the pom-poms as they add them to the holes in the ladybird. n The childminder has children who also attend different settings. However, the childminder does not effectively share information with other settings about the children. This means that children's continuity of care and their development are not promoted to the optimum. n There is a positive settling-in process. Parents visit and share relevant information about their child before they are left. Children initially attend for short periods of time, gradually building up to stay for longer periods. This ensures that children feel safe and secure with the childminder. n The childminder reflects on her own practice and takes steps to improve this.

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need to do better?

For example, she ensures that resources can be used for many purposes and help to promote children's creativity. Children use lengths of material to dress up

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need to do better?

27 March 2023 in and enjoy it when the childminder uses these as props when telling stories. n The childminder skilfully encourages children to solve problems. For example, when using a broom to retrieve a pom-pom from under the settee, she asks the children why the broom end will not go under. Children then explore both ends before announcing one end is too big so will not fit. n Parents praise the care and experiences provided by the childminder for their children. Parents state that the childminder nurtures the children in her care and leads on their development. They receive regular updates on their children's progress and ideas to support their learning at home. n The childminder has a good understanding about how to support children with special educational needs and/or disabilities. She recognises the importance of working with parents and other professionals to ensure that children reach their

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need to do better?

full development potential. n The childminder ensures that children have regular time outdoors. They plant vegetables in the garden and watch them grow before eating them. Children use herbs in the mud kitchen to add to their mixtures. They visit a local woodland area to see wildlife and watch how the trees and plants change. However, the childminder does not fully extend these activities and children do not have consistent opportunities that help them understand the wider community. n The childminder supports children to recognise and understand their own emotions and those of others. For example, they talk about feeling sad or cross and understand how to explain and deal with these emotions.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good understanding of safeguarding and how to protect children in her care. She recognises the signs of abuse and understands the importance of keeping accurate records. The childminder understands her role in regard to the 'Prevent' duty and wider safeguarding issues. She is able to signpost families for early help and understands how this can support families. The childminder has an awareness of the local safeguarding partnership board and understands how to make referrals should there be a need to.

p.3

should:

n develop effective partnership working with other settings when children attend more than one, to help them achieve their full potential n enhance the range of activities to better support children's knowledge of their local community.

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Setting details

Unique reference number EY489875 Local authority Hertfordshire Inspection number 10280609 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 5 Number of children on roll 13 Date of previous inspection 30 August 2017

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Information about this early years setting

The childminder registered in 2015 and lives in Bricket Wood, St Albans. She operates all year round, from 8am to 5pm, Monday to Friday, except for bank holidays and some family holidays.

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 setting. n Children spoke to the inspector about what they enjoy doing while with the childminder. n The inspector observed the interactions between the childminder and children. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning.

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Inspection activities

27 March 2023 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

27 March 2023 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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