Chivers, Beata

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 happy and content in this warm and inclusive home-from-home environment. Children feel safe as they explore the enticing indoor and outdoor play spaces with confidence and enthusiasm. Children make trusting and strong attachments with the childminder, inviting her into their play. Friendships are fostered, and children play cooperatively with each other. Children attend a local toddler group where they broaden and practise their social skills such as building relationships. Enriching experiences, such as trips to an allotment, mean children learn first hand about the world around them. They learn about planting, growing and the importance of healthy lifestyles.

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The provision is good

Children's physical and emotional well-being is prioritised. Children are keen to persevere and challenge themselves. They experiment by pouring water onto a spoon and holding it steadily in front of themselves as they negotiate obstacles while trying not to spill any. Children develop their self-esteem, jumping in delight as they succeed in their mission. Children explore different sensory activities that enhance their learning. Imaginations come to life with purposeful and stimulating resources that support imaginary play. Children learn to make choices and benefit from a good selection of mark-making opportunities and art and craft resources. Children enjoy counting natural objects and learning concepts such as 'more' and 'add'.

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need to do better?

n Overall, teaching is meaningful. The way that children learn is effective and incredibly fun. During small-world play, children show the childminder an aeroplane and explain, 'It is Concorde as it has a pointy nose.' The childminder extends children's learning and their speech and language development by asking questions effectively. Children feel empowered as they delight in recalling and sharing what they have learned, for example, 'The pointy nose makes it go faster' and the 'fastest plane is a Blackbird'. Internet safety is reinforced as the childminder explains how children must always be with an adult when searching for information on the computer. n The childminder offers a tailored settling-in process. The childminder understands the importance of collaborative working as she gathers in-depth information from parents and other settings that children may attend before they start. A robust and effective assessment system ensures that any gaps in

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need to do better?

learning are swiftly identified and that support is provided. Sequenced learning and a child-centred approach means children are building on what they already know, and they make good progress from their starting points. n The childminder encourages children to become independent. However, she does not always remind children to carry out their self-care routines. For

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need to do better?

9 June 2023 example, when children say they need to wear hats to go outside in the sun and, then, they go outside without them, the childminder does not call them back to carry out this task. Therefore, she is not promoting or reinforcing their independence consistently. n Children develop a love of reading. Stories are expertly placed nearby that enhance and deepen play experiences. As children merrily wash their 'babies' in an outdoor role-play activity, they look at a story about a hospital. This enhances their speech and language skills as they give running commentaries to each other as they look after their 'babies'. n Generally, children are well behaved and develop good manners. The childminder offers meaningful praise and encouragement to support positive behaviours. However, young children do not always know what behaviours are expected of them. For example, young children run indoors and fail to stop

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need to do better?

when asked politely by the childminder. The childminder is not consistent in helping children understand why rules and boundaries are in place or in promoting self-regulation. n The childminder is passionate and works well with her assistant. The childminder undertakes regular training. She shares information with her assistant to consolidate and continuously improve and enhance practice. The childminder has good links with local schools and supports smooth transitions. n Parents express admiration for the dedication, care and holistic early education their children receive. They report excellent daily communication about what their children have been doing each day, which is helpful to support and extend learning at home.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Safeguarding is of paramount importance. Effective daily risk assessments are in place to ensure that children can play safely indoors and outdoors. The childminder undertakes regular safeguarding training to underpin her practice and keep her up to date with any local safeguarding issues. The childminder and her assistant demonstrate that they can identify children who may need early help or are at risk of neglect, abuse, grooming or exploitation. The childminder ensures children's ongoing safety by always maintaining a paediatric first-aid certificate. The childminder knows what action to take if an allegation is made against herself or her assistant.

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should:

n support children to manage their self-care needs independently and consistently monitor that their tasks are carried out effectively

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should:

9 June 2023 n provide a consistent teaching approach to further develop children's understanding of expected behaviours and to support self-regulation.

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Setting details

Unique reference number EY459847 Local authority Hertfordshire Inspection number 10285629 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 12 Number of children on roll 18 Date of previous inspection 12 October 2017

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Information about this early years setting

The childminder registered in 2013 and lives in Letchworth Garden City, Hertfordshire. She operates all year round, from 7am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children. The childminder works with an assistant.

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Inspection activities

n This was the first routine inspection the childminder has received since the COVID-19 pandemic began. The inspector and the childminder discussed the impact of the pandemic and the inspector has taken that into account in their evaluation of the childminder. n The childminder and the inspector completed a learning walk together to discuss the childminder's intention for children's learning. The childminder discussed with the inspector how they ensure that both indoors and outside environments are safe and suitable. n The inspector gathered a selection of parents' testimonies to gather their views on the childcare setting. n The inspector discussed with the childminder how she will implement the curriculum and support all children to make progress, including how the childminder intends to plan, observe and assess children in their care. n The inspector observed the quality of education being provided and assessed the

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Inspection activities

impact that this was having on children's learning. n The inspector carried out a joint observation with the childminder. n The inspector asked the childminder questions throughout the inspection to establish her understanding of how to safeguard 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

9 June 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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