Childs, Angela

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 demonstrate they feel happy and secure. When they feel unsure of visitors, children go to the childminder, knowing she will offer them a cuddle and reassurance. The childminder aims to provide a home-from-home feel for the children in her care. She provides a wide range of activities that help to extend children's development. Children access these independently and they show confidence in choosing what they would like to play with. The childminder builds her curriculum around each child's learning needs. This results in children being constantly challenged and, consequently, they make good progress in all areas of learning.

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The provision is good

The childminder teaches children how to share and be kind. She makes sure there are enough toys, so that children can happily play together. This results in a harmonious environment when children behave well. The childminder provides good opportunities for children to develop strong physical skills, such as their hand- eye coordination. For example, when children are exploring a range of fresh vegetables, they concentrate intently on carefully peeling away leaves from sprouts. The childminder recognises children's need for larger play opportunities. She, therefore, plans many outings beyond her setting. These provide children with space to explore and be active in outdoor spaces.

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need to do better?

n The childminder gets to know the children and their families very well. She gathers detailed information from parents and completes her own observations of children. This helps her to plan activities in line with children's development needs and interests. Children are making good progress and acquiring the skills for their next stage in education. n The childminder plans and implements a strong curriculum, which covers all areas of learning. This is securely embedded into her practice. For example, early mathematical concepts are naturally included into the childminder's teaching style. For example, she talks to the children about shape as they use dough and helps them to compare the sizes of different vegetables. n Childrens imaginations are developing well. They make up stories using animals and small-world figures, such as princesses. Children enjoy retreating to a cosy area, where they pretend to go to bed and play with dolls. They show how they

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need to do better?

are learning how to care for others as they carefully pretend to put dolls to bed and talk quietly. n The childminder listens to the needs of each child. For example, she provides food when children say they are hungry and staggers lunchtime for those who are not yet ready to eat. This enables children to learn to listen and respond to their own bodily needs. Children know where to find their water bottle and take

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need to do better?

11 January 2024 regular drinks to keep themselves hydrated. n Partnership working with parents is strong. Parents are complimentary about the childminder. They say their children are very happy to attend her setting and develop a close bond with her. Parents state the childminder provides a nurturing environment for children and that they are making good progress under her care. n The childminder makes sure children are safe when in her care. She supervises them closely and encourages children to tidy away toys they have finished playing with. The childminder carefully considers where she takes children. For example, if she feels toddler groups are not suitable environments for the children she cares for, she finds alternative ways for children to socialise with others. n The childminder has strong links with other childminders. This provides her with opportunities to share good practice and hold professional discussions with

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need to do better?

others. The childminder undertakes statutory training such as covering first aid and safeguarding. However, she does not routinely reflect on her practice and identify ongoing professional development opportunities to further extend her teaching skills and knowledge.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n strengthen the reflections on practice and use this to identity further professional development opportunities.

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Setting details

Unique reference number 127847 Local authority Hertfordshire Inspection number 10307977 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 4 Date of previous inspection 26 March 2018

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Information about this early years setting

The childminder registered in 1990 and lives in Ware, Hertfordshire. She operates all year round from 8am to 5.30pm from Monday to Friday, except for bank holidays and family holidays. The childminder holds a relevant qualification at level 3.

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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 her and has taken that into account in her evaluations. n The inspector and the childminder looked at the areas of her home that she uses with children and discussed how she plans her curriculum and operates her practice. n The inspector observed the childminder joining in activities with children and discussed the learning that was taking place with her. n A sample of policies and procedures was looked at by the inspector. These included documents relating to the suitability of household members, safeguarding and complaints. n The inspector took into account the views of parents and discussed the childminder's reflections of her practice with her.

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Inspection activities

11 January 2024 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

11 January 2024 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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