Falconer Louise

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not Met (with actions)

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The provision is good

Children enjoy the time they spend in the childminder's care. The childminder creates a warm, stimulating environment, where children's learning is centred around their interests. For example, young children delight at correctly identifying colours and shapes when exploring various toy vehicles. They develop coordination and strength, navigating ride-on cars around the secure garden.

p.2

The provision is good

Children form close relationships with the childminder. They demonstrate that they feel safe in her nurturing care, cuddling up to her when tired and seeking her out for support. The childminder enthusiastically engages with children in their chosen activity. This provides children with learning opportunities that are focused on their individual needs. For example, children are curious about objects displayed within the home. The childminder uses this as an opportunity to role model descriptive language, when exploring the 'smooth' bottles and the 'spiky' pineapple.

p.2

The provision is good

Children demonstrate high levels of confidence. They greet visitors enthusiastically and are keen to invite them into their play. The childminder uses age-appropriate methods and discussions to prepare children for the day ahead. This provides children with the skills to feel secure in new situations.

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need to do better?

n Since the last inspection, the childminder has taken measures to meet the action raised and completed appropriate paediatric first-aid training. n The childminder builds close relationships with families from the start. She gathers essential information regarding children's interests and early experiences. She uses this knowledge of individual children when planning activities and learning opportunities. This supports children to make good progress from their starting points. n The childminder supports children's language development well. She consistently engages children in high-quality interactions and encourages them to develop age-appropriate language skills. For example, young children explore the 'zip' and 'pop' sounds they hear when exploring clothes fastenings. n Children enjoy a wealth of learning opportunities outside of the home environment. They attend various groups with their childminder, where they

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need to do better?

develop social skills, such as turn taking. Children enjoy regular trips to local parks and shops, where they develop an understanding of their environment. For example, children explore the origins of unusual fruits and vegetables at the local market. n Communication with parents and carers is of a high standard. The childminder adopts a flexible approach to sharing information, adapting her methods to meet the needs of individual families. She understands the positive impact effective

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need to do better?

10 October 2023 partnerships have on children's learning. n The childminder evaluates her practice regularly and makes well-considered changes. This supports her in meeting the changing needs of children in her care. For example, she has recently completed additional training to support children's speech and language development. n The childminder monitors children's learning closely. She completes all essential assessments within appropriate timescales and to a high standard. This enables her to identify where children may need additional support. The childminder plans focused activities to enhance children's learning, and seeks advice from other professionals where necessary. n The childminder is a good role model. She is polite and respectful towards children and other adults. The childminder has clear behavioural boundaries in place, which children generally adhere to well. However, children are not

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need to do better?

consistently supported to understand why certain behaviours may be hazardous or inappropriate. n The childminder has a clear intent for children's learning. She provides numerous opportunities to prepare them for their next stage of education. For example, she encourages them to complete age-appropriate tasks to support their growing independence. However, children are not consistently encouraged to develop appropriate routines. For example, children sit on the sofa to eat their snack. This results in them becoming distracted and fidgeting. This does not prepare them for the behaviours expected at pre-school and school.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a strong understanding of the signs and symptoms which could indicate a child is at risk of harm. She confidently explains the process to follow when reporting concerns to the correct authority. She is also aware of the correct procedure to follow if an allegation is made against herself. The childminder completes regular first-aid and safeguarding training to keep her knowledge up to date. She conducts regular risk assessments of all areas of her home to ensure it remains safe for children. The childminder supervises children well during all activities and when on trips out.

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should:

n better support children's knowledge of their personal safety, so that they begin to understand why certain actions and behaviours can be hazardous to themselves and others n establish more consistent behaviours at mealtimes to better support children's understanding of the routines required for their next stage of learning.

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Setting details

Unique reference number 130373 Local authority Hertfordshire Inspection number 10279311 Type of provision Childminder

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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 1 Date of previous inspection 4 November 2022

p.4

Information about this early years setting

The childminder registered in 1994 and lives in Watford. She operates all year round from 7am to 5.30pm, Monday to Wednesday, except for bank holidays and family holidays.

p.4

Inspection activities

n The inspector discussed any continued impact of the COVID-19 pandemic with the childminder and has taken that into account in their evaluation of the childminder. n The inspector looked at relevant documents, including evidence of the suitability of all persons living at the premises. n The inspector observed the interactions between the childminder and children during activities. n The inspector observed the quality of teaching to assess the impact on children's learning. n The inspector viewed the areas of the home used for childminding and considered their safety and suitability. n The inspector held discussions with the childminder about the monitoring of children's learning and development in the setting.

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Inspection activities

10 October 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

10 October 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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