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 are happy and settled with the childminder. They demonstrate strong attachments with her, as they receive nurturing cuddles and reassurance to fully support their well-being. The childminder acts as a positive role model to the children, supporting them with strategies to regulate their emotions and promoting positive behaviour. She provides regular praise to the children for their achievements, for example, when they carry out toileting tasks and handwashing. This helps to raise their self-esteem and build their confidence to complete self- care tasks independently.

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The provision is good

The childminder knows the children well and provides a range of experiences unique to their interests. For instance, children thoroughly enjoy water play in the garden. They enjoy the sensory experience as they paddle their feet and use their hands to splash in a container of water. They begin to learn about volume as they fill up small watering cans and pour the water out. Children have a strong voice in the setting. They communicate their needs and wishes, which the childminder responds to effectively. For example, children choose to listen to their favourite songs and choose from a range of healthy snacks they would like to eat.

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need to do better?

n The childminder has created a broad and balanced curriculum that supports all areas of learning. She incorporates children's interests into the activities and experiences she provides for the children in her care. The childminder shows a good understanding about how children learn. However, sometimes she does not always plan a precisely sequenced curriculum to help children build on their existing knowledge and extend their learning. n Children enjoy a wide range of experiences outside of the setting to support their learning and development. For example, during trips to the local park and woods, children enjoy making dens, helping to build on their understanding of the world around them. Trips to soft-play centres not only support children's physical development but provide opportunities to develop their personal, social, and emotional skills as they play alongside other children. n Partnerships with parents are positive. The childminder keeps parents up to date

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need to do better?

about their children's learning and development with daily handovers and shares their next steps. She provides resources and activities for parents to use at home to extend their children's learning. Parents comment on how their children have flourished at the setting and value the 'warm and nurturing' environment the childminder provides. n The childminder provides a variety of activities to support children to build on their fine motor skills. For example, children use tongs to pick up toy dinosaurs, and manipulate puzzle pieces. However, children have too few opportunities to

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need to do better?

21 September 2023 practise mark-making skills throughout the day to fully support their early writing skills. n Children make good progress in their communication and language. The childminder continually narrates as she plays alongside the children, which encourages them to mimic the words and phrases they hear. This helps to build on their speaking skills. Children explore books and enjoy listening to stories. The childminder uses effective questioning to help children build on their understanding of the stories. n The childminder is inclusive in her practice. She supports children to understand the differences and similarities between each other. For example, she displays pictures of children, which stimulates meaningful discussions around their individual and unique attributes. This approach helps to celebrate the unique qualities of each child and fosters a sense of belonging for children in the setting.

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need to do better?

n The childminder shows commitment to her ongoing professional development and keeps her knowledge up to date with regular online courses. She has a robust network of support around her, working closely with other local childminders to share ideas and support for best practice. This helps to ensure that the childminder can deliver a high quality of education to children in her care, and that they have positive outcomes.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a secure knowledge of how to protect the welfare of children. She keeps her knowledge up to date with regular training and demonstrates a good understanding of the signs and indicators of potential abuse or neglect, including extremist views. There are clear reporting procedures in place should the childminder have concerns about the safety of a child, or if an allegation were made against herself or a family member in her household. The childminder carries out routine risk assessments to ensure that any hazards are minimised in the setting. She monitors children closely on trips out to ensure their safety.

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should:

n strengthen understanding to provide a consistently sequenced curriculum to fully support and extend children's learning n provide more opportunities for children to engage in mark-making activities throughout the day.

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Setting details

Unique reference number EY415780 Local authority Hertfordshire Inspection number 10295435 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 7 Date of previous inspection 8 December 2017

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Information about this early years setting

The childminder registered in 2010 and lives in Hatfield, Hertfordshire. She operates all year round, from 9.30am to 5.30pm, Monday to Thursday, except for family and bank holidays. The childminder provides funded early education for three- and four-year-old children.

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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 childminder and has taken that into account in their evaluation of the provision. 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, indoors and outdoors. 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, training records and safeguarding documents. n The inspector took account of written feedback provided by parents.

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Inspection activities

21 September 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

21 September 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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