Albone Karen 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 enjoy their time with the childminder and quickly settle in the calm, nurturing environment she creates. The childminder's sensitive understanding of each child means that she offers them appealing activities that build on their knowledge. For example, children develop an understanding of mathematics as they state containers are 'full to the top' and work out which holds the most. Children respond to the childminder's high expectations and reflect her positive attitude. They often set themselves challenges as they play. For example, children concentrate and develop control of their smaller muscles as they use a scoop to transfer rice from one container to another. They persevere, celebrating when they complete this task.

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The provision is good

Children mirror the childminder's caring approach. Their behaviour is good and they show genuine kindness towards one another. For example, they listen when others are explaining their play and helpfully pass them resources that they may need. Practical daily routines support children in becoming independent and understanding healthy practices. For instance, children cut their toast and fruit at snack time and talk about foods that help their bodies to grow. The childminder's thorough risk assessments promote children's safety and support them in learning about this. For example, children understand why it is important to tidy toys away so that they do not become a trip hazard.

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need to do better?

n The experienced childminder is enthusiastic about her work and remains committed to continuously reviewing her practice and making improvements. She pays attention to getting to know each child so that she understands their needs and how they prefer to play and learn. She ensures that the toys and activities reflect children's interests and developmental needs. The childminder continues to complete additional training, enabling her to develop her skills and keep up to date with any changes. n All children make good progress and are well prepared for moving on to nursery or school. The childminder makes practical use of written guidance and her experience to aid her in planning what children need to learn next. She carefully monitors children's development, quickly noting any areas where they require additional support and ensuring that they do not fall behind in their learning. n The childminder appreciates the importance of her role in supporting children to

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need to do better?

speak and communicate. She talks clearly to children, repeating words and often narrating their play. Children respond well to this, quickly learning new words. For example, when looking at an alphabet poster, they learn the word 'violin'. They later return to this independently and name the violin, acting out the motion of playing this.

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need to do better?

19 February 2024 n The childminder builds on children's love of books. She captures children's attention as she reads with animation. Children talk about favourite book characters as they participate in craft activities associated with these. As they play, they remember stories, acting these out and reinforcing their knowledge. For example, young children playing with picture cards remember the different fruits they have read about. n With the childminder's sensitive support, children develop practical skills that support their ability to learn. For example, children participate in daily activities, such as playing with the sand, where they learn to share the resources and respect the needs and views of others. n Ongoing discussions and specific activities successfully aid children in becoming aware of diversity and respecting differences. Children regularly use local facilities, such as activity groups, shops and a nearby farm. The childminder

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need to do better?

supports children to talk about what they see, noting differences and sparking their interest in their community and the wider world. n Parents speak highly of the childminder. They appreciate how well their children settle and the good progress they make, particularly noting the 'stimulating environment'. Parents highlight the childminder's good communication and feel they understand what their children have been learning and how to build on this. n Children enjoy the activities and their interactions with the childminder, and these are usually of a very good quality. However, on occasion, the childminder solves problems for children, rather than encouraging them to do this for themselves and fully build their creativity 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 extend the opportunities that support children in thinking further and developing their skills in solving problems and thinking critically and creatively.

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Setting details

Unique reference number 149361 Local authority Hertfordshire Inspection number 10316813 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 7 Date of previous inspection 8 May 2018

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Information about this early years setting

The childminder registered in 1998 and lives in Letchworth. She operates all year round from 8am to 6pm, Monday to Thursday, except for bank holidays and family holidays. The childminder 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 this setting. n The childminder showed the inspector the premises and discussed how they ensure these are safe and suitable. n The inspector observed activities inside and outside 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

19 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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