Kidman, Maria

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 enjoy their time with this calm, caring childminder. Her considerate, well- planned routines help children to feel secure and they settle quickly. The calm environment supports children in concentrating and they become immersed in their play. They set themselves challenges, such as using coloured dough to make a volcano, and persevere until they succeed. The childminder makes good use of children's interests, capturing children's attention and enabling them to become engrossed in their play. For example, children's interest in the toy kitchen is extended as they help to research and design menus from around the world for their role-play café.

p.2

The provision is good

The childminder understands the possible effects of the COVID-19 lockdowns. She offers additional support to children to help them interact with others and to build their resilience. Ongoing discussions and the good use of role-play scenarios support children in increasing their understanding of how to keep themselves safe and healthy. For instance, when playing with toy animals and vehicles, children talk about the importance of seat belts and why we wash our hands after touching animals. The childminder helps children understand how their behaviour affects others. She offers them games and activities that encourage cooperative play and turn taking.

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need to do better?

n The childminder demonstrates a genuine enthusiasm for her work and is committed to continuously developing her practice. She reads childcare publications and exchanges information with other professionals, helping to keep her knowledge up to date. n The childminder uses her knowledge and experience to understand how children like to play and learn. She assesses children's progress and understands what they have learnt and what they need to learn next. She offers children interesting play opportunities that help them take the next developmental steps and support them in making good progress. The childminder effectively notes any weaker areas in children's learning and takes prompt action to address these. n The childminder understands the importance of supporting children's language skills and makes sure they have lots of interesting topics to talk about. For example, younger children love to explain where the older children are and

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need to do better?

remember their hobbies, such as 'bowling'. The childminder makes sure that children understand any new vocabulary and have opportunities to use this. For instance, children later play with toy figures and state 'going bowling now'. n Children have daily opportunities that support their developing awareness of diversity. For instance, during role play, they talk about their family cultures and

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need to do better?

7 November 2023 traditions, going on to discuss different types of relationships and family compositions. n Children demonstrate a growing love of books. Young children choose their favourite book and eagerly share this. They use their growing vocabulary as they name the characters, talk about the items they are recycling and shout 'stop!' as the crane takes the wrong car. n The childminder makes good use of ongoing opportunities to build children's mathematical knowledge. For example, when making a snowman picture, children talk about the size of the snowflakes and carefully count these. n Parents praise the childminder. They state that they can see how much their children have developed since being with her. Parents report that they appreciate the childminder's good communication, which enables them to understand what their children have been doing each day and to build on this. n The childminder is clear about the intention of activities. She generally supports

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need to do better?

children well so that their development is promoted and they enjoy their play and interactions. However, on occasion, the childminder does not fully encourage children to think critically and solve problems as they arise during play. n Children generally gain skills that support them in becoming independent. For example, they wash their hands before snack time. However, the childminder sometimes does things for children that they could do themselves, such as wiping their hands during craft activities. This confuses children and means their independence is not fully promoted.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder fully appreciates her role in promoting children's welfare. She understands how to implement her safeguarding policy, for example, to report any possible concerns about children's welfare to the correct professional. The childminder regularly completes safeguarding training in order to keep her knowledge up to date. She understands wider safeguarding issues that could affect children and their families, such as radicalisation and the potential risks associated with use of the internet. Additionally, the childminder understands how to report any allegations about herself or a household member.

p.3

should:

n make increased use of opportunities to help children to think further and solve problems as they encounter them n build on the opportunities that support children in developing their independence skills.

p.3

Setting details

Unique reference number 129237 Local authority Hertfordshire Inspection number 10300996 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 6 Date of previous inspection 11 January 2018

p.4

Information about this early years setting

The childminder registered in 2013 and lives in Welwyn Garden City. She operates all year round from 7am to 6pm, on Tuesday, Wednesday and Friday, except for bank holidays and family holidays. The childminder is registered to provide funded early education for two-, three- and four-year-old children.

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 childminder and has taken that into account in their evaluation of the setting. n The inspector observed activities and assessed the impact these have on children's learning. She talked with the childminder about how the early years provision is organised. n The childminder and inspector discussed and reviewed a number of activities. n The inspector viewed relevant documentation, including the safeguarding procedures and the suitability of household members. n The inspector talked with children at appropriate times throughout the inspection and considered their views. She reviewed written feedback from parents.

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Inspection activities

7 November 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

7 November 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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