Childminder in Hertfordshire

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 settle quickly in the childminder's care as she is welcoming and attentive towards children's needs. The childminder successfully shapes her practice to ensure that she follows children's routines and that they are comfortable in her care. Children behave well and show that they feel safe and secure as they eagerly explore the activities and resources on offer. They go to the childminder for a cuddle at any time they feel unsure. Babies are warmly cuddled while they drink their milk to help them feel secure.

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The provision is good

Children make good progress in the childminder's care, including children who are new to the setting. The childminder accurately identifies their learning needs when they first start. She uses this information to plan and provide an interesting curriculum that also links to children's interests. As a result, they engage enthusiastically with the learning on offer.

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The provision is good

The childminder thoroughly supports children's physical development. She carefully supports young children who are beginning to walk. She places things that they like on surfaces that they 'cruise' along, helping to support their standing skills. As children develop more confidence in walking, the childminder takes them to local parks where she encourages them to develop climbing skills, for example as they climb the steps to a slide.

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need to do better?

n The childminder reflects often on her practice and adapts accordingly to make improvements. She has adapted how she gathers information when children very first start, so that she can consider more relevant information and meet children's needs securely from the beginning. She has completed training to help her continue to develop her practice and to keep children safe in her care. n The childminder understands how to encourage children's strong communication skills. For example, she names items that children find to encourage them to recognise and use the relevant words. Children play with teacups and spoons, and the childminder names these items as they play. She repeats things that children say to reinforce their efforts to speak and develop clear pronunciation. The childminder shares lots of stories, including books about children's favourite characters, to help them hear lots of language to increase their vocabulary.

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need to do better?

n Children are building skills to support them in their current and future learning, including when they move to school. Children enjoy lots of opportunities to solve problems as the childminder adapts activities to help them take their next step in learning. For example, when children have mastered putting stacking cups inside each other in size order, the childminder mixes these up to see if they can rearrange the cups. She encourages children to keep going and to try again as

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need to do better?

16 May 2024 they try and fit the cups together. This supports young children's resilience as they learn to try again until they succeed. n The childminder develops positive relationships with parents at the start of minding arrangements. Parents comment that they appreciate the care she gives their children and how she meets their children's needs. However, the childminder does not consistently share information with parents about how they can support their children's learning at home. The childminder has a good understanding of local support services that are on offer to children. However, she has not yet established links where there may be other professionals involved in children's lives, to enable her to adapt her practice accordingly. n Children are able to develop strong social skills and a firm understanding of their local community. The childminder uses local groups, contact with other childminders and trips to local libraries, parks and shops to help the children play

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need to do better?

with others and to explore the world around them. The childminder has clear expectations of children's behaviour, and she explains these to children so that they all understand appropriate boundaries. n Children benefit from the childminder's thorough approach to supporting their good health. She promotes healthy eating and manages robust hygiene routines to keep children safe and well. She speaks to children about why these things are important to help them understand how to promote their own well-being.

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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 develop relationships with parents further to support greater consistency in learning between children's home lives and the setting, including where other professionals may be involved in children's lives.

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Setting details

Unique reference number EY499650 Local authority Hertfordshire Inspection number 10335879 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 13 Date of previous inspection 29 June 2018

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Information about this early years setting

The childminder registered in 2016 and lives in Borehamwood. She operates all year round, from 7am until 6.30pm, from Monday to Friday, except for bank holidays and family holidays.

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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 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 childminder spoke to the inspector about children's learning and development, with a particular focus on communication and language. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n The childminder provided the inspector with a sample of key documentation on request. n The childminder shared written feedback from parents with the inspector so that

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Inspection activities

their views could be taken into account.

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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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