Ferguson, Melanie

Inspection date

Previous inspection date 20 April 2018 21 May 2015

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Good 2

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This provision is good

 Children settle quickly and build close bonds with the childminder and the other children that attend her setting. The childminder is supportive and caring, which helps children to quickly become confident and happy in the childminder's care.  The childminder has formed good partnerships with the parents. She provides frequent information about how children are progressing and what their next steps in learning are. The childminder provides information and ideas that parents can use at home to further develop their children's learning.  Children's communication skills are fully supported through the childminder's positive interactions. The childminder repeats words to children to help children learn the correct pronunciation and talks to children about what they are doing.  The childminder provides frequent opportunities for fresh air and exercise. Children enjoy regular trips to the local parks and nearby woods. They enjoy climbing equipment

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This provision is good

and playing ball games.  The childminder regularly evaluates her practice. She seeks the important views of parents and children. The childminder incorporates their ideas when setting herself targets for further development.

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It is not yet outstanding because:

 The childminder shares some information with other settings that children attend, but does not do this regularly enough to make sure they can build continuously on the learning that takes place elsewhere.

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What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

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What the setting needs to do to improve further

 develop further the arrangements for sharing information with other settings that children attend to build continuously on the learning that takes place elsewhere.

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Inspection activities

 The inspector observed the quality of teaching during activities indoors and outdoors and assessed the impact this has on children's learning.  The inspector spoke with children during the inspection.  The childminder completed a joint evaluation of an activity with the childminder.  The inspector held a number of discussions with the childminder. She looked at relevant documentation and evidence of the suitability of persons living in the household.  The inspector took account of the views of parents through reading written feedback provided.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder has a good understanding about the signs and symptoms of abuse. She knows the procedures to follow and who to contact with any such concerns. The childminder frequently evaluates the progress and development of children. She uses this information effectively to identify if children need any further support in any areas of learning. The childminder attends regular opportunities for professional development and training. She uses this information to further her development and extend her own skills.

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Quality of teaching, learning and assessment is good

The childminder gathers detailed information from parents about what children can already do when they first start. She uses this along with her own observations to identify children's next steps in learning. Children's mathematical development is being supported through the childminder's positive interactions. She challenges children to count how many pieces of fruit they have, then work out how many pieces of fruit they have left after they have eaten two pieces. Children delight in matching large foam numbers with the correct holes to make a large mat of numbers. Children enjoy playing games where they match the pictures of animals together. The childminder asks children questions, such as, 'What are the animals with a horn called?' and, 'How do you tell the difference between a tiger and a leopard?'. This helps to challenge children further in their learning.

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Personal development, behaviour and welfare are good

Children behave well and quickly learn to share and taken turns with toys. The childminder provides consistent messages that support children in being kind to one another. Children learn about living a healthy lifestyle. The childminder skilfully uses opportunities at mealtimes to talk to children about the food they eat. She explains about and they discuss food that is good for them. She promotes excellent hygiene practices and children quickly learn to wash their hands before mealtimes and after outdoor play. Children enjoy taking part in activities about different festivals. This helps children learn about the similarities and differences between each other.

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Outcomes for children are good

Children make good progress in their learning. They quickly learn the necessary skills ready for their next stage in learning and for their move on to school. Children are very eager to learn and enthusiastically take part in a wide range of learning opportunities offered. Children develop their independence, such as when they learn to put on their own shoes ready for outdoor play and help to tidy away toys when they have finished playing.

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Setting details

Unique reference number EY269972 Local authority Hertfordshire Inspection number 1091789 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 8 Total number of places 6 Number of children on roll 7

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Telephone number

The childminder registered in 2003 and lives in St.Albans. She operates her provision all year round from 8am to 5.30pm Monday to Friday, except for bank holidays and family holidays. She holds an appropriate early years qualification at level 3. The childminder provides funded early education for two-, three- and four-year-old children.

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Telephone number

This inspection was carried out by Ofsted 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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Telephone number

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. 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 Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, 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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Telephone number

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Telephone number

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Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

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