Goddard Linda Margaret

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

The childminder creates a warm and nurturing environment where children feel safe and secure. Children cuddle up on her lap for stories and seek her out for affection when tired or in need of support. The childminder creates an environment where children's interests are central to their development. For example, when children choose to create a tea party for their friends, the childminder embraces this as a learning opportunity. Together, they discuss how hot drinks can hurt them and others if spilt. This supports children to identify and manage risks in the environment.

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The provision is good

The childminder sharply focuses on developing children's communication skills. She engages them in meaningful conversation during activities. The childminder allows children time to discuss their ideas and respond to her pertinent questions. Children chat confidently to adults and one another, demonstrating impressive language skills. The childminder takes every opportunity to model new and age- appropriate vocabulary. For example, children learn new words, such as 'spin' and 'wind', when exploring the trains during a session of free play.

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The provision is good

The childminder supports children to develop an understanding of appropriate behaviour. She is a strong role model who demonstrates good manners and respect to children and adults. The childminder reminds children of the importance of taking turns and how rules are in place to support their safety. As a result, children are well mannered and follow instructions well.

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need to do better?

n Children carry out age-appropriate tasks throughout the day to promote their emerging independence. They follow essential hygiene routines, such as washing their hands before meals and after sessions of messy play. Children help the childminder to tidy away activities, understanding how this keeps the environment safe for them to play. These skills support children well for their next stage of learning. n The childminder supports children's learning well in their chosen activities. Children confidently explore the wide range of activities and resources indoors and in the stimulating outdoor area. For example, children delight at the funny voices and sounds they can create when talking to the childminder through tubes. However, on occasion, play is dominated by the most outgoing children. This does not fully support quieter children to fully engage in activities. n Relationships with parents are strong. The childminder establishes effective

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need to do better?

means of communication from the start. This enables her to gather essential information about children and families and provide additional support where necessary. Parents comment on the close bonds their children form with the

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need to do better?

30 April 2024 nurturing childminder and how they settle well in her care. n The childminder engages well with other professionals. She shares essential information to support children's development and well-being. The childminder liaises with staff at other settings children attend, to gather an insight into the time children spend in settings other than her own. This enables her to share her knowledge and provide a consistent approach to children's learning. n Children become absorbed in the learning opportunities the childminder provides. The childminder ensures that activities are well sequenced and suitably ambitious for all children. For example, when planting seeds, the childminder initially discusses with children how to carry out the task. She then demonstrates before allowing children to have a go independently. Older children count and sort the seeds while their younger friends explore the texture of the soil and

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need to do better?

scoop it into pots. However, opportunities to extend children's learning further are missed. n The childminder is committed to developing her practice. She seeks regular feedback from parents and accesses a wealth of additional training opportunities. She uses the knowledge she gains to enhance learning opportunities for children. For example, she recently adopted a local speech and language initiative to support children's communication skills. n Children's safety is paramount. The childminder carries out regular risk assessments of her home and ensures that all equipment is appropriate for children. She knows the signs and symptoms that could indicate that a child is at risk of harm and confidently explains the correct referral process to follow.

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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 identify ways to better support the needs of all children during group activities, specifically those who are less outgoing n enhance opportunities to extend children's learning beyond what is planned during activities.

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Setting details

Unique reference number 129467 Local authority Hertfordshire Inspection number 10335693 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 25 June 2018

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Information about this early years setting

The childminder registered in 1992 and lives in Hemel Hempstead, Hertfordshire. She operates during term time from 7.30am to 5pm, Monday to Wednesday. The childminder provides funded early education 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 setting. n The inspector considered the views of parents by reviewing feedback letters. n The inspector looked at relevant documents, including evidence of the suitability of all persons living on the premises. n The inspector observed the interactions between the childminder and the children during activities. n The inspector observed the quality of teaching to assess the impact on children's learning. n The inspector and the childminder carried out a joint observation of an activity to assess the quality of teaching. n The inspector held discussions with the childminder about the monitoring of learning and development in the setting and tracked the progress of children.

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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

30 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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