Day Sharon Louise Day

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 happy and content in this warm and inclusive home-from-home setting. Tailored settling-in sessions ensure children swiftly feel relaxed and safe, as they build attachments to the childminder before they start. The childminder uses a gentle and reassuring voice and joins in their play which encourages children to independently explore the activities and resources on offer. Children who are new to the setting develop friendships easily. They develop kind behaviours and learn to accept the needs of others when the childminder introduces turn taking games. These interactions promote children's well-being and builds their confidence and motivation to learn purposefully through play.

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The provision is good

Children frequently demonstrate good knowledge of keeping themselves safe. When the childminder reminds young children not to put small objects in their mouth, older children tell their peers it is because they may choke on them. Children develop a love of reading and independently read books for fun. Regular trips the childminder takes them on, enhance and bring animal themed stories to life, when they share fond memories of a recent farm trip. Children develop their vocabulary as the childminder introduces new words in context. The childminder sensitively repeats words that are mispronounced to support children's understanding, and further enhance their speech and communication skills.

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need to do better?

n Teaching is meaningful and of good quality. Sequenced learning means children are developing new skills and building on what they already know. For example, as young children enjoy a shape sorting activity, the childminder extends their learning by encouraging them to look at the shape first, and points to the four straight lines on the square shape. As a result, children learn to problem solve and develop a deeper understanding about shape and size as they follow her lead, and successfully complete their activity. n The indoor and outdoor environment promotes all areas of learning and consider children's interests. Children delight in sensory play and practice mark-making in the different coloured foam. Children develop their imagination and make connections in their play, when pretending to make mint chocolate chip ice cream with the green foam. The childminder promotes lots of outdoor play. Children love the freedom to run, jump and develop core muscles as they climb

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need to do better?

the stairs to the slide, before giggling as they slide down. n Children become increasingly independent in their self-care needs. They know what is expected of them as they wash their hands independently before eating and after playing in the garden. Older children thrive when they are given responsibilities, such as helping the childminder clean away activities. They learn to follow instructions successfully and build resilience and self-esteem that will

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need to do better?

8 July 2024 support their transition to school. n Children play together harmoniously and develop strong friendships. Children understand and follow rules for good behaviour. They cooperate well in group activities, such as making each other ice creams and show they can share resources well. The childminder applauds these actions with meaningful praise and children, respond positively by repeatedly showing kind behaviours. Occasionally, the childminder does not focus enough on commending children's efforts when learning new skills, to ensure they continuously maintain a willingness and positive attitude towards achieving them. n Children understand what a healthy lifestyle means. They confidently tell the childminder they need to exercise every day to keep fit and healthy. The childminder takes children to pick their own fruit, where they learn about life cycles and where their food comes from. These fun, real-life experiences

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need to do better?

increase children's curiosity and willingness to try healthy and nutritious foods. n Parents report how they feel pivotal in their child's further learning at home, with daily face-to-face communication and online updates of their child's development. The childminder liaises exceptionally well with parents, to ensure any children with specific dietary requirements are consistently having their needs met effectively. n The childminder is reflective on her practice and strives to continuously improve and provide inclusive care to all. She is meticulous at ensuring mandatory training, such as paediatric first aid is continuously maintained.

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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 focus on consistently praising children's efforts as they learn new skills, to ensure they maintain positive attitudes and a willingness to achieve their next steps in learning.

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Setting details

Unique reference number 162291 Local authority Hertfordshire Inspection number 10351769 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 16 October 2018

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Information about this early years setting

The childminder registered 2001 and lives in Bishops Stortford. She operates Monday to Thursday from 7.30am until 6pm, all year round, except for bank holidays and family holidays. The childminder provides funded early education for three- and four-year-old children. The childminder holds an appropriate qualification at level 3.

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Inspection activities

n This was the first routine inspection the childminder received since the COVID- 19 pandemic began. The inspector discusses the impact of the pandemic with the childminder and has taken that into account in their evaluation of the provision. n The childminder and the inspector completed a tour of the setting, both indoors and outdoors, to understand how the setting is organised. Additionally, the childminder showed the inspector the premises and discussed how they ensure they are safe and suitable. n The inspector observed activities indoors and outdoors, and assessed the impact these have on children's experience at the setting. n The inspector carried out a joint observation with the childminder and took account of her reflections. n Children spoke with the inspector during the inspection. The inspector spoke with a parent during the inspection and took account of their views. n The inspector held a meeting with the childminder and discussed self-evaluation.

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Inspection activities

The inspector looked at relevant documentation, including suitability checks for members of the household, insurance and the childminder's first-aid certificate.

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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

8 July 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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