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 greet visitors with confidence as they enter the childminder's home. The childminder is kind and nurturing and as a result, children are happy and feel secure with the childminder. They invite her to see what they have created with dough. They discuss how they can make the 'earth' using different colours. Behaviour is good. Children are taught to use their manners and the childminder is a good role model.

p.2

The provision is good

Children develop their independence as they choose what toys they want to play with and engage well in their learning. For example, young children twist bottle caps off independently during a craft activity. They develop their physical dexterity as they use scoops to gather grains of rice. This helps to prepare children with the skills needed for early writing.

p.2

The provision is good

Children have a range of activities that they can choose from. In the playroom, the childminder has a tent for children to be able to sit and have 'quieter time'. In the conservatory, children can snuggle on the sofa and independently look at books. Children recall characters from stories they have read and talk about this in their play. For example, children talk about pirates that they have read in a story previously with the childminder.

p.2

need to do better?

n Children benefit from homemade, nutritious meals that are provided by the childminder. Children eat a range of fruits and vegetables and the childminder encourages children to make healthy choices. At snack time, children discuss the parts of a kiwi fruit and the childminder explains which parts of them are edible. n The childminder encourages children to be independent. Children put their own shoes and coats on before going outdoors. The childminder encourages children to 'have a go' when trying something for the first time. For example, children try and take lids off pots of dough by themselves before asking the childminder for help. Children identify numbers and attempt to solve mathematical problems such as finding out what 'one more' is. Children are given opportunities to count with their fingers and guess before the childminder helps them. n Children have a wide range of resources to choose from and the childminder

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need to do better?

plans the environment based on the children's interests. However, sometimes there are limited resources out during activities and they are directed by the childminder in a certain way. This means children miss opportunities to be able to fully explore an activity and interpret it in their own way. n The childminder provides opportunities for children to learn about the world around them. Children discuss different birds that they have seen in the garden and talk about their favourite being a 'goldfinch'. They giggle with the

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need to do better?

29 March 2023 childminder as they explain that squirrels have been eating the flower bulbs in the garden. Children are taught about other cultures through celebrating different religious festivals and learning about other ways of life. n Children develop a love of books. The childminder encourages children to lead the story, turning the pages back and forth to recap. She offers comments to illustrations as they explore books together. She explores the illustrations, adding explanations and clarifying ideas as they meet different characters within the story. For example, children learn about what a treasure map is used for as they listen to a story about pirates. n The childminder knows children well. She talks confidently about what children already can do and what she intends to teach them. However, sometimes the childminder misses opportunities to extend children's learning and build on what they already know during activities.

p.2

need to do better?

n Children benefit from a range of experiences in the childminder's home and from visits in the local community, such as the local library, parks and toddler groups. She meets up regularly with other childminders in the area. This provides children with the opportunity to socialise and develop skills that help them to prepare for nursery or school. n The childminder communicates well with parents through an online app and verbally. Parents comment about how they feel she is 'a great support' to their families and to children.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good understanding of how to keep children safe and to promote their welfare. She ensures her safeguarding knowledge is kept up to date by completing regular refresher courses. The childminder can explain the signs and symptoms that indicate a child may be at risk of harm. This includes safeguarding in the wider context such as county lines. She fully understands how to report any concerns to the appropriate agencies. The childminder has carefully risk assessed the premises to minimise risks to children to ensure the environment and activities are safe. Safety gates are located in appropriate places to ensure the safety of all children.

p.3

should:

n provide more opportunities for children to be able to explore and direct their play in their own way. n create opportunities to extend children's learning during activities so children can make even more progress.

p.3

Setting details

Unique reference number EY368937 Local authority Hertfordshire Inspection number 10276652 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 2 Date of previous inspection 26 July 2017

p.4

Information about this early years setting

The childminder registered in 2008 and lives in Watford. 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 education for two-, three- and four-year-old children. She 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 setting. n The inspector viewed the provision and discussed the safety and suitability of the premises. n Children spoke to with the inspector during the inspection. n The inspector observed the interactions between the childminder and children. n The inspector carried out a joint observation of an activity completed by the childminder. n Parents shared their views of the setting with the inspector. n The inspector looked at relevant documentation and reviewed evidence of the suitability of household members.

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Inspection activities

29 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

29 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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