Welman, Brenda Irene

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 are settled and content and enjoy their time with the childminder. They have secure relationships with her, naturally inviting her to join their play and turning to her for comfort and reassurance whenever needed. Children reflect the childminder's calm, positive attitude and her high expectations for their learning. For example, they concentrate as they use small fishing rods to pick up magnetic pieces. They become totally absorbed, persevering until they have picked up all the pieces. They then explore each one and confidently try to read the number written on it.

p.2

The provision is good

The childminder has high expectations of children's behaviour. She sets clear boundaries and is consistent in the support she offers children. They respond positively to this. For example, children show a mature approach to sharing and taking turns. Practical daily procedures aid children in understanding how to keep themselves and others safe. For instance, children readily help with tidying up, explaining that it is dangerous to have too many toys on the floor. The childminder's clear explanations support children in developing a good understanding of healthy practices. For example, children understand why they do not share their facecloths. The childminder appreciates the possible impact of the COVID-19 lockdowns. She now offers children additional support in interacting with others.

p.2

need to do better?

n The childminder remains enthusiastic about her work. She continuously reviews this and implements improvements. Additionally, she completes further training, helping her to keep up to date with changes and further develop her practice. n Children make good progress and are well prepared for moving on to nursery or school. The childminder carefully monitors their progress, checking that no child falls behind in their learning. She understands how each child is developing and carefully plans what they need to learn next. She offers children a wide variety of activities, linking these to their interests so that children's attention is captured and they enjoy their play and learning. n The childminder talks clearly with children and supports them well in developing their language and communication skills. She makes sure that children have lots of interesting topics to talk about, helping them to engage in discussions and

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need to do better?

learn new vocabulary. For example, children enjoy bus rides, where they talk about what they can see and then remember this later when they return to the childminder's home. n Children have easy access to resources and have many opportunities to explore and learn. For example, they choose musical instruments and sit together to investigate these. They notice the different sounds the bells make and giggle

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need to do better?

16 April 2024 with delight as they work out how to use the slider on a basic trombone. Children examine the rain stick and work out that tilting this at different angles can speed up or slow down the beads inside. n Well-planned daily activities aid children in building a practical appreciation of their community and differences. For instance, children visit local shops, where they help choose items and pay for these. This aids them in understanding the roles of others and in interacting and participating appropriately. n The childminder ensures that the resources reflect children's interests and their learning styles. For instance, after noting children's interest in a diverse selection of books, the childminder ensures that they can easily access a wide variety of reading materials. Children thoroughly enjoy browsing through books and selecting both fictional and reference ones. n Parents praise the childminder and feel that she 'goes above and beyond' to

p.2

need to do better?

support children and their families. The childminder communicates well with parents. She supports them in building on their children's learning, for example, through lending books and resources linked to what children have been learning with her. n Children enjoy their play and their interactions with the childminder, who generally encourages them to build on their skills and learning. However, she does not always adapt the planned activities to fully include all children and to aid them in gaining the most benefit from each activity.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

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

p.3

should:

n extend the opportunities that enable children to participate at their level and gain the most benefit from activities, for example, by making greater use of resources and visual prompts.

p.3

Setting details

Unique reference number EY402602 Local authority Hertfordshire Inspection number 10335554 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 4 Date of previous inspection 20 June 2018

p.4

Information about this early years setting

The childminder registered in 2010 and lives in Hemel Hempstead. She operates all year round, from 7.30am to 6pm, Monday to Friday, 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.

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 this setting. n The inspector observed activities and assessed the impact these have on children's learning. The childminder spoke to the inspector about their intentions for children's learning. n The childminder and inspector reviewed a number of activities together. n The inspector viewed relevant documentation, including the safeguarding procedures. n The inspector talked with children at appropriate times throughout the inspection and considered their views. She also took into account written feedback from parents.

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Inspection activities

16 April 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

16 April 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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