Cradock Alison Elizabeth

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 thoroughly enjoy the time they spend with this confident, enthusiastic childminder. She ensures that she understands each child, offering them toys, activities and thoughtful daily routines that help them feel settled and secure. The childminder pays close attention to children's interests, incorporating these into the daily planning. Children are excited about their learning and eagerly explore the many activities. They reflect the childminder's calm, positive attitude. They confidently try new activities, often challenging themselves. For example, children determine which wooden toys roll, then set themselves the challenge of working out how to spin the toys.

p.2

The provision is good

The childminder offers children explanations and ensures that they understand the boundaries. She supports children in learning how to share, take turns and resolve any disputes. Children respond to her high expectations and are kind and caring towards one another. Good daily practice supports children in understanding how to keep themselves healthy. For instance, young children know why they need to cover their mouths when they cough. The childminder continuously considers children's safety and helps them to understand this and to assess risks. For example, when they are out, children notice the different walking surfaces, noting if they are uneven, wet or slippery.

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need to do better?

n The childminder remains enthusiastic about her work and is committed to reviewing her practice and implementing improvements. She knows the children well and ensures that the toys and resources reflect their interests and developmental needs. The childminder completes further training, helping to develop her skills and keep up to date with any changes. n Children make good progress and are well prepared for the move to nursery or school. The childminder carefully monitors children's development, offering additional support where needed, to ensure that they do not fall behind in their learning. She uses written guidance and her experience to help her understand each child's development and to plan what they need to learn next. n Children benefit from the childminder's very good support in developing their language and communication skills. Young children confidently join in discussions. They use their good language skills to describe books they have

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need to do better?

read, for example remembering 'the Acheroraptor came out of the egg'. The childminder introduces new words, such as 'camouflage', and helps children to incorporate these as they talk about their play. n The thoughtful organisation of the day means that children have time to make connections and build on their own play. For example, young children identify rabbits when playing with toy animals. They quickly think of a related song and

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need to do better?

15 January 2024 the childminder supports them to sing this and remember the actions. n Children enjoy accessing books, looking at these independently and reading them with the childminder. They eagerly request favourites, remembering the story and characters and linking these to their own experiences, for example, when out walking with the childminder. n Children gain a good knowledge of mathematics. For example, they count as they play, and confidently use and understand positional language, such as 'underneath'. n Ongoing discussions and specific activities support children in recognising and understanding differences. For instance, they talk about different family compositions and the special people in their lives. n Parents praise the childminder's professionalism and the genuine care she shows for each child. They appreciate the progress their children make in the 'safe, nurturing environment'. Parents feel that the childminder communicates well

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need to do better?

with them, enabling them to understand what their children have been doing and to build on this at home. Additionally, the childminder works in partnership with other providers caring for the children. This helps to ensure that children's care is consistent and their learning is promoted. n Children thoroughly enjoy their interactions with the childminder and these are usually of a high quality. However, on occasion, the childminder solves problems for children, rather than supporting them to do this for themselves and build their creative and critical thinking skills.

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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 enhance the opportunities that aid children in exploring further and developing their skills in solving problems and thinking critically and creatively.

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Setting details

Unique reference number 127855 Local authority Hertfordshire Inspection number 10307978 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 2 Date of previous inspection 22 March 2018

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Information about this early years setting

The childminder registered in 1993 and lives near Ware. She operates all year round from 8am to 6pm, Monday to Thursday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. She provides funded early education places for two-, 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 childminder's setting. n The childminder showed the inspector the premises and discussed how they ensure these are safe and suitable. 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 reviewed an activity. n The inspector viewed relevant documentation, including the safeguarding procedures and proof of the suitability of household members. n The inspector talked with children at appropriate times throughout the inspection. She also reviewed written feedback from parents and considered their views.

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Inspection activities

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

15 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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