Smith, Rachel

This provision meets requirements

The childminder creates a warm and nurturing environment, where children's happiness is at the heart of all that she does. From the start of their time in her care, the childminder builds positive bonds with the children, which supports their emotional well-being. Children confidently leave their parents at the door and demonstrate they feel safe and secure. As they arrive, children immediately engage in meaningful conversations with the childminder and discuss their day ahead. Children's communication and language skills are supported well.

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This provision meets requirements

The childminder has high expectations of all children and is a positive role model. She sets out clear rules and routines and children understand what is expected of them. As a result, children's behaviour is good. The childminder focuses on ensuring children develop their personal, social and emotional skills needed for future learning. When minor disagreements occur, the childminder teaches children strategies to help them come to an agreed resolution. In turn, children build positive relationships with their peers and learn how to negotiate and play cooperatively with each other.

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need to do better?

n The childminder knows the children in her care very well. She works closely with parents to gather information about each child and uses this information to ensure children's needs are fully met. She has a good understanding of the early years foundation stage and uses this knowledge to ensure children make good progress in their learning. When children are identified as needing extra support from outside agencies, the childminder is quick to seek help from other professionals. n Children's voices are heard and valued. The childminder takes children's interests and ideas into consideration when planning activities and providing resources. For example, during the morning school run, children talk to the childminder about playing with the dressing-up clothes. Later in the day, the childminder sets up a range of dressing-up outfits ready for when they arrive back at the setting. n The childminder takes children to and from school in her car. As she provides

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need to do better?

wraparound care for a limited amount of time, the childminder uses the car journey as an opportunity to play games and move children's learning forward. For example, children learn about the world around them as they discuss the weather, debating which type of weather they like most and least and why. The childminder is very effective in supporting the children to stay safe when travelling to and from school. She carefully considers the routes she takes on her journey and has plans in place should an emergency occur. Children are provided with appropriate car seats and the childminder teaches them about road safety.

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need to do better?

8 February 2024 n The childminder recognises the importance of working closely with the local school to support continuity of care for children. She liaises with teachers and teaching staff at the beginning and end of the school day, sharing information about the children in her care. Transitions to school are effectively planned for. The childminder provides opportunities for children to practise the skills needed to be school ready. For example, they learn how to put on and take off their coats and shoes, begin to recognise their name and are supported in using the toilet independently. The childminder successfully prepares children for future learning. n Parents are extremely complimentary in their praise of the childminder. They comment that the childminder is like 'part of the family' and is always there as a source of support. Parents highly value the childminder's communication. They comment how they would be 'lost without her', when describing her

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need to do better?

commitment to ensuring they receive all information needed regarding school events and theme days. Children enthusiastically talk to their families about activities they have taken part in with the childminder and parents value the strong relationships their children have formed.

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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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Setting details

Unique reference number EY315663 Local authority Hertfordshire Inspection number 10316797 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 3 Date of previous inspection 2 May 2018

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Information about this early years setting

The childminder registered in 2005 and lives in Bushey. She operates wraparound care from Monday to Friday, term time only, except for bank holidays and for family holidays. Sessions are from 7.30am to 8.45am and 3.15pm to 4pm.

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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 provider and has taken that into account in their evaluation of the provider. n The inspector held conversations with the childminder about how the provision is organised. n The inspector observed the interaction between the childminder and children, and assessed how children's interests are considered when planning activities. n The inspector held a meeting with the childminder. She looked at relevant documentation and reviewed evidence of suitability to work with children. n Parents provided feedback, and the inspector took account of their views.

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Inspection activities

8 February 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

8 February 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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