Draper, Karen Violet

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 settled in this nurturing environment. They develop close bonds with the childminder, helping them to feel safe and secure. They confidently explore a wide range of resources that are based around their interests. For example, children have a keen interest in music and enjoy using digital musical toys. They press the buttons and delight as they hear the music and dance to it. Children enjoy interesting activities such as planting cress. They pour water on cotton wool and sprinkle seeds. They learn about how to look after the cress to make it grow.

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The provision is good

Children behave well. The childminder is a positive role model to the children, encouraging them to use good manners, such as 'please' and 'thank you'. Children receive plenty of praise as they play, helping them to build their confidence and raise their self-esteem. Children enjoy a wide range of experiences in the community. They attend playgroups, local parks and farms. This supports their understanding of the wider world around them and helps to build on their personal, social and emotional skills as they interact with other children.

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need to do better?

n The childminder works closely with families to find out children's abilities when they first start. Regular observations and monitoring enable the childminder to plan suitably challenging activities. This helps children to progress in their learning and development. However, at times, the childminder does too much for the children in these activities, in her eagerness to help. This means that on these occasions, children do not have enough opportunity to practise new skills. n Children make good progress in their communication and language skills. The childminder gets down to the children's level and uses good eye contact. She plays alongside the children and narrates their play, helping them to build on their language and understanding. As a result, children talk confidently to express themselves. For example, they say, 'I found a circle,' as they play with differently shaped stickers. n The childminder supports children well to gain the skills they need to be

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need to do better?

prepared for the transition to school. Children show some independence in their self-care skills, wiping hands before snack and dressing themselves. They develop strength in their hands with play dough, ready for early writing skills, and practise using scissors. The childminder talks to teachers. However, she does not always share information about the children's development to support continuity in their learning. n Parents speak positively about the childminder. They receive a daily diary and verbal feedback on information about their child's learning and development. Parents receive a copy of the childminder's policies and procedures. The

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need to do better?

22 June 2023 childminder shares information on children's next steps with parents to encourage them to continue their child's learning at home. n The childminder supports children to stay fit and healthy. They enjoy a healthy range of foods and have plenty of opportunity to be physically active. Children enjoy regular trips to the park and walks to school. They learn about the importance of oral health. The childminder supports children to brush their teeth after breakfast and talks to them about trips to the dentist. n Children celebrate events that are unique to them, such as their birthdays. They make play dough cakes and add candles. They sing 'Happy Birthday' as a group. This helps children to understand what makes them unique. However, the childminder does not fully consider how to support children to broaden their knowledge about cultures and traditions different to their own. n The childminder keeps her knowledge up to date by attending a range of online

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need to do better?

training courses. This helps her to ensure that her skills and teaching remain at a high level. She has a good network of support around her and works closely with other childminders, attending trips out and training together. The childminder supports other practitioners when they are on holiday, helping to provide continuity of care for families and their childcare needs.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good understanding of how to keep children safe. She keeps her knowledge up to date with regular training, including knowledge on wider safeguarding issues such as female genital mutilation. The childminder can identify the potential signs and indicators of abuse and/or neglect. She has vigorous processes in place should she need to report a concern about the welfare of a child. The childminder carries out risk assessments to ensure that hazards are minimised in the setting. She understands how to manage and record incidents where children bump their head and follows these procedures robustly.

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should:

n facilitate opportunities for children to do things for themselves and promote their independent learning even more n develop ways to share information about children's development with other settings to support their continuity of care n provide more opportunities for children to learn about different cultures and communities to their own.

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Setting details

Unique reference number 129458 Local authority Hertfordshire Inspection number 10288939 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 6 Number of children on roll 6 Date of previous inspection 7 November 2017

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Information about this early years setting

The childminder registered in 1995 and lives in Markyate, Hertfordshire. She operates all year round, from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children.

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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 discussed the impact of the pandemic with her and has taken that into account in their evaluation of the setting. n The childminder joined the inspector on a learning walk. She talked to the inspector about the curriculum. n The inspector observed the quality of education being provided. She discussed children's progress with the childminder. n The childminder and inspector carried out a joint observation. n The inspector looked at relevant documentation. This included evidence of the childminder's suitability and training record, and safeguarding documents. n The inspector took account of written feedback provided by parents.

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Inspection activities

22 June 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

22 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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