Ferguson, Melanie

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 inviting environment where children's development and well-being are at the centre of her practice. Children engage in a variety of well-planned learning opportunities that are based on their individual interests and learning needs. For example, children explore different animals in a role-play activity. They delight at recalling previous visits to the farm and their favourite animals.

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The provision is good

Children are highly sociable and engage well with adults and other children. They welcome visitors warmly and are keen to introduce themselves and their friends and engage them in their play. The childminder provides numerous opportunities to support children's social development. Together, they enjoy attending structured play sessions. Children learn to interact in groups and develop skills, such as taking turns and managing conflict in play.

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The provision is good

Children demonstrate high levels of independence in all activities and routines. They confidently use kitchen equipment to prepare their choice of fruit at snack time. The childminder allows them sufficient time to complete age-appropriate tasks, such as putting on shoes and tidying away after activities. This supports children to develop the skills that are required for their next stage of learning.

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need to do better?

n Relationships with parents are strong. Parents speak highly of the childminder and the nurturing care that she provides. They appreciate how the childminder goes out of her way to provide a wealth of experiences for children. For example, the childminder provides older children with the opportunity to attend dance and football classes. Parents comment on the immense support she offers to the entire family. They acknowledge how this supports children's well-being. n The childminder extends children's learning well during activities. Her detailed knowledge of children's abilities ensures that activities remain suitably challenging. This supports children to make good progress. For example, children are exploring the different colours and shapes of building blocks. Once confident in demonstrating these skills, the childminder encourages children to create structures. They count the number of blocks that they use and discuss

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need to do better?

the new shapes that they form. n Children's safety is paramount. The childminder ensures that her environment meets the needs of all children who attend. She provides age-appropriate equipment both in the home and when on trips out. Furthermore, the childminder supports children to recognise potential hazards and identify ways to keep themselves and others safe. For example, children discuss how they stay close to their childminder and are aware of traffic when on trips out.

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need to do better?

20 March 2024 n The childminder has a consistent approach to supporting children's behaviour. She offers regular praise and positive reinforcement and is swift to identify when children's behaviour is unacceptable. The childminder is a good role model. She demonstrates good manners and respectful behaviour towards children and adults. However, on occasion, children become frustrated in their play and behave inappropriately. The childminder does not always support children to develop an understanding of their emotions and how to manage them appropriately. n The childminder works closely with other settings to provide a consistent and focused approach to children's learning. They regularly share information about children's development, well-being and daily routines. These close working relationships support children to make good progress across all settings that they attend. n Children develop a love of stories to develop their early literacy skills. The

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need to do better?

childminder provides numerous opportunities to explore a variety of age- appropriate books. Children independently investigate their favourite books while cuddled up on the sofa. They also enjoy cosy, interactive story sessions with their childminder. n The childminder adapts her teaching well during activities. This ensures that all children access learning opportunities that support their individual needs. For example, toddlers develop fine motor skills and identify colours during a letter posting activity. Older children discuss the possible senders and recipients of the letters. This encourages their curiosity and supports their communication skills.

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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 strategies to support children to gather an appropriate understanding of their emotions and the impact the resulting behaviour may have on themselves and others.

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Setting details

Unique reference number EY269972 Local authority Hertfordshire Inspection number 10312111 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 5 Date of previous inspection 20 April 2018

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Information about this early years setting

The childminder registered in 2003 and lives in St. Albans. She operates during term-time only, from 8am to 5pm, Monday to Thursday. 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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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 provider and has taken that into account in their evaluation of the provider. n The inspector considered the views of parents by reviewing feedback letters from parents and children. n The inspector looked at relevant documents, including evidence of the suitability of all persons living at the premises. n The inspector observed the interactions between the childminder and the children during activities. n The inspector observed the quality of teaching to assess the impact on children's learning. n The inspector and the 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

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

20 March 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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