Childminder in Herefordshire

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

The childminder works with her co-childminders, who are her family members. Together, they provide a welcoming and homely environment where children safely explore a wide range of good-quality toys and resources and become independent in their play. Children display a strong sense of belonging. They form secure relationships with the caring childminder and clearly enjoy the time they spend in her care.

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The provision is good

Children make good progress in their learning because the childminder has a secure knowledge of how children learn and develop. She knows children well and plans a wide range of interesting play activities around their individual interests and learning styles. For example, children are eager to make patterns with coloured pegs and build towers with small blocks. They demonstrate early mathematical knowledge and learn to recognise numbers from one to 10 as they play with numbered cars. Children enjoy fresh air and exercise because the childminder ensures that they have lots of opportunities to play outside in the garden. Children develop good physical skills. They excitedly ride on wheeled toys and run around, engaging in imaginative play with superhero figures. Children behave well. The childminder gives them clear, consistent guidance and gentle reminders about her expectations for their behaviour. Children follow the setting's rules, such as no

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The provision is good

running in the house. Hygiene practice is good. Children are independent and wash their hands at regular intervals throughout the day. They are polite and display good manners. For example, children say 'please' and 'thank you' as the childminder helps them with their lunch.

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need to do better?

n The organisation of the setting means that the nurturing childminder primarily cares for children aged between two and three years. She knows what she wants the children in her care to learn and why. For example, she wants children to develop secure relationships, understand routines and boundaries and begin to recognise their feelings and emotions. She places a strong focus on teaching skills which help to prepare children for future learning and their eventual move to school. The childminder makes regular assessments of children's progress. She identifies when children are not at their expected levels of development and swiftly puts plans in place to close any gaps in their learning. n The childminder effectively supports children to develop their early literacy skills. She enthusiastically reads to them throughout the day and encourages children to sit quietly after lunch to look at a book of their choice. Children make marks

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need to do better?

in the sand with their fingers and use pens and crayons to draw pictures. Although the childminder encourages children to develop an interest in stories and books, she is yet to find ways to incorporate specific and meaningful stories

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need to do better?

16 May 2024 into planned activities to fully embed and enhance children's learning. n The childminder provides children with some activities to support their understanding of what makes them unique. For example, children recognise that their hair, skin and eye colour may be different to their friends and that some people may wear glasses and others may not. However, the childminder is yet to provide children with a wide enough range of experiences to help them gain a deeper understanding and appreciation of diversity in the local community and wider world. n Children display high levels of concentration as they build a train track. The childminder interacts positively with children and sits alongside them to support their play. She ask them questions to encourage them to develop their mathematical language. For example, she asks if they need a long or short piece of track. Children are engaged for long periods of time. They repeatedly fill and

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need to do better?

empty different-sized containers with sand and bury toy dinosaurs in the sand tray. Children use their imagination as they pretend to be a dinosaur. They are enthusiastic and express the sounds they think the dinosaurs would make, such as a loud roar. n Partnerships with parents are good. The childminder seeks a wide range of information from them when children first start at the setting. For example, parents complete registration documents which include details about children's preferences and interests at home. In addition, the childminder speaks to parents about their child's development during their settling-in sessions. This helps her to meet children's individual needs and to plan for their learning from the outset. n The childminder is reflective and regularly evaluates her practice with her co- childminders, with whom she works alongside each day. They discuss what they do well and identify areas for further development. The childminder is keen to

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need to do better?

continue with her professional development and regularly attends training to update her already good knowledge and 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 use of stories and books, to incorporate specific and meaningful stories within planned activities to fully embed children's learning n provide children with even more experiences to gain a deeper understanding and appreciation of diversity in the local community and wider world.

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Setting details

Unique reference number 2669739 Local authority Herefordshire Inspection number 10260071 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 3 Number of children on roll 4 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2022. She works from her co-childminder's home in Herefordshire. The childminder operates her provision from 7.45am to 5.30pm Monday to Friday, all year round except for bank and family holidays. The childminder provides funded early education for two- and three-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. n The childminder showed the inspector the premises and discussed how they ensure that they are safe and suitable. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector observed the interactions between the childminder and children. n The inspector took account of parents' views through written documentation. n The inspector carried out a joint observation of a group activity with the

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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

16 May 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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