Byrne, Kelly

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, content and enjoy the time they spend with their childminder. They enjoy each other's company and giggle with delight at exploring their learning environment together. Children develop strong emotional bonds with their nurturing childminder, who is always on hand to offer comfort and affection. When babies are tired, they cuddle up to her and are soothed by her presence and the gentle songs she sings to them.

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The provision is good

Children are highly sociable and confident in new situations. They greet visitors warmly and are excited to take them to the playroom. They show off their favourite toys and encourage visitors to join in their games. The childminder supports children to develop this confidence by providing them with social experiences outside of the home. Children attend a local play group, where they engage with adults and learn to cooperate with the new friends that they make. The childminder transfers this learning back into her home setting, where she encourages children to work as a team. For example, in a role-play activity, children create pretend pizzas. They pass them around, adding toppings before sharing their delicious pizzas with their friends and visitors.

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need to do better?

n The childminder works closely with families from the start. She gathers essential information regarding children's interests, and early experiences. The childminder uses this knowledge to plan bespoke transitional visits that are sensitive to children's needs. As a result, children settle well in her care, are happy and make good progress from their starting points. n Feedback from parents is positive. Parents value the nurturing environment the childminder creates. They acknowledge how this supports children to feel safe and secure in her care. Parents value the high-quality and 'insightful' communication they receive regarding children's daily routines and progress. They commend the childminder for her thorough and well-considered planning and comment on how children enjoy the time they spend with her and her family. n The childminder places sharp focus on supporting children's emotional well- being. She understands the positive impact this will have on children's future

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need to do better?

learning. The childminder creates opportunities for children to develop confidence in their abilities. Children display their artwork in their playroom and delight at the compliments they receive from their friends. As a result, children display empathy for others. When babies are upset, older children attempt to soothe them and pass them their favourite toys. n The childminder monitors children's development closely. This enables her to have a precise understanding of their next steps. The childminder meets these

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need to do better?

25 February 2025 specific needs well, adapting her approach during group activities. For example, during song and story time, babies develop muscle strength turning pages and following actions. Toddlers mimic the noises animals make, and join in songs. However, when children show a deep fascination in a specific theme, the childminder is not swift to incorporate the wealth of resources available to extend their learning further. n Children communicate their needs and interests well. Babies and toddlers confidently use simple signs during mealtimes, thanking their childminder, asking for more and stating when the have had enough food. The childminder talks and sings to children during play. She role models new vocabulary that young children are beginning to mimic. n The childminder is committed to enhancing the care she provides for children. She evaluates her practice well and seeks out additional training to develop her

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need to do better?

knowledge and skills. She has recently completed a professional development course, where she shared best practice with other professionals. This has resulted in her implementing robust strategies to enhance the way she promotes children's communication skills. n Children's safety is of utmost importance. The childminder ensures all resources and equipment are safe for the children present. She discusses the risk assessments she conducts of her home and when on trips out. The childminder supervises children well at mealtimes. She ensures sleeping arrangements are safe and age-appropriate.

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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 make better use of the wide range of interesting resources available to fully develop children's knowledge and skills around their specific interests.

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Setting details

Unique reference number EY546802 Local authority Hertfordshire Inspection number 10372683 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 30 April 2019

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Information about this early years setting

The childminder registered in 2017 and lives in Welwyn Garden City. She operates Monday to Thursday, from 7.30am to 5.15pm during school term time. The childminder provides funded early education for children aged nine months to four years old.

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Inspection activities

n The inspector considered the views of parents by reviewing feedback letters. n The inspector looked at a sample of relevant documents. n The inspector observed the interactions between the childminder and children during activities. n The inspector observed the quality of teaching to assess the impact on children's learning. n The inspector and childminder completed 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

25 February 2025 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

25 February 2025 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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