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 Good

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The provision is good

The childminder creates a warm and welcoming learning environment for children. Children are happy and settled in her care. The childminder and any assistants she works with plan an ambitious curriculum tailored to each child's interests and developmental needs. They provide children with daily opportunities to play outside in the fresh air to connect with nature. Children display positive attitudes to learning. They move freely around the childminder's garden and excitedly dig in soil to look for worms and bugs. The childminder asks them questions to develop their mathematical language. For example, she asks which worm is long and which is short. Children show kindness and care. They are eager to help small creatures, such as spiders, out of tubs of water.

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The provision is good

The childminder and any assistants she works with support children to develop a sense of environmental responsibility from an early age. They take children to visit the recycling centre and on the way home, they use tools to pick up litter. Children are beginning to understand that small efforts can significantly impact their surroundings and help preserve nature.The childminder encourages children to be independent. Children take responsibility for their belongings and change their wet clothes when they return from outdoor play. Young children listen attentively and follow the childminder's instructions, such as finding their bags for nappy changes.

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need to do better?

n The childminder implements a healthy eating policy, which she shares with parents during induction. Parents send in lunch boxes from home and the childminder provides children with healthy and nutritious snacks, such as fruit, crackers and cheese. The childminder engages children in some spontaneous conversations at meal times. For example, they discuss activities they do at home. However, she does not always support children to make meaningful connections, such as where their food and drink comes from, to further extend their learning. n The childminder regularly takes children to community places, such as the library for group story time and to pick pumpkins with other childminders and children. These experiences help children build wider friendships and gain confidence in social situations. The childminder helps children to learn how to keep themselves safe when out of the setting. For example, she talks to them about road safety

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need to do better?

and stranger danger. However, the childminder is yet to provide children with a wide enough range of experiences to help them understand the risks of using the internet and digital technology. n Good settling-in procedures help children and their families build strong relationships with the childminder and any assistants she works with. They gather a wide range of information from parents when children first begin to

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need to do better?

24 October 2024 attend. For example, parents complete, an 'all about me' document that captures details about children's development, interests, and home routines. This information enables the childminder and any assistants to plan tailored learning from the outset. n The childminder has good relationships with the assistants she works with. They know each other well and work harmoniously together. Together they reflect on their provision and seek parents' views to identify strengths and areas for development. This feedback drives continuous improvements and enhances outcomes for children. n The childminder demonstrates a positive attitude towards professional development. She meets regularly with other childminders to discuss best practices. The childminder and any assistants attend a wide range of training to further their already good knowledge and skills. n The childminder has high expectations for children's behaviour. She reminds

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need to do better?

them of the setting's rules, for example, not to run inside the house and to use their kind hands. Children learn about consequences of their behaviour when they tip their chairs. The childminder asks them to think what might happen next. Children announce they might fall off and hurt themselves. n The childminder has very good relationships with parents. She uses various methods to share information with them about their children's time at the setting. The childminder speaks with parents during drop-off and collection times, sends digital messages, and adds information to indoor and outdoor display boards. This helps parents to continue or extend children's learning at home. Parents are highly complementary of the care and education their children receive. They comment on the caring and professional nature of the childminder and any assistants she works with. n Partnerships with professionals from other settings are well-established. The

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need to do better?

childminder shares information with them to provide a complementary approach to children's learning.

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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 provide children with even more opportunities to engage in meaningful discussions, particularly at meal times, to further enhance their learning n provide children with a wider range of experiences to fully support their understanding of the risks of using the internet and digital technology.

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Setting details

Unique reference number EY466858 Local authority Herefordshire Inspection number 10357832 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 6 Date of previous inspection 5 December 2018

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Information about this early years setting

The childminder registered in 2013 and lives in Ledbury. She operates term time only from 7.30am until 5pm, Tuesday to Friday, except for bank holidays and family holidays. The childminder works with an assistant, they both hold a recognised childcare qualification at level 3. The childminder offers funded early years education for children.

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Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure it is 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 was having on children's learning. n The inspector observed the interactions between any assistants the childminder works with and children. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

24 October 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

24 October 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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