Hatfield Denise Sandra

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

p.1

The provision is good

The childminder builds good relationships with the children in her care. She ensures that children develop secure attachments and prioritises their social and emotional development. As a result of this, children settle quickly, finding their favourite activities in a safe and inviting environment. They are happy and confident as they play alongside their friends. Children delve into coloured rice and develop their small-muscle skills as they use scoops and tip rice into cups. The childminder helps children to think and discuss the shapes they make in the rice as they move it into the cups and scoops.

p.2

The provision is good

The childminder encourages children to make choices in their play. Children select from a variety of cut fruits and vegetables, which they dip into paint to create marks on paper. The childminder asks children questions about the fruits and vegetables that they use and encourages them to describe the textures and smells as they explore. Children join in discussions and comment, 'It smells lovely!'

p.2

The provision is good

The childminder teaches children to be kind and respectful. She gently reminds children to tidy up after they have finished an activity. Children learn to listen and follow instructions well. They are becoming independent as the childminder encourages them to wash their hands after messy play and before lunch.

p.2

need to do better?

n The childminder is professional and reflective in her approach. She attends webinars and shares good practice with other childminders in her area. The childminder understands the importance of professional development to improve her knowledge and practice. For example, a recent course on working with babies has helped her to enhance her knowledge about baby and child development. n The childminder has a good knowledge of the children in her care. She understands their interests and stages of development, planning her activities around these so that children remain focused. However, the childminder does not always consider how to further challenge children so that they can enhance the progress they make in their learning. n The childminder models language and ensures that children understand how to pronounce words correctly. She repeats new words and uses dialogue as children play, asking questions to find out what the children already know and

p.2

need to do better?

can do. However, the childminder does not always give children time to process their thoughts and respond to questions. For example, the childminder provides the answers or asks further questions before the children have a chance to think and respond. n Parents are highly complimentary about the care and support the childminder

p.2

need to do better?

15 April 2024 offers children. They say that the 'compassionate and caring' childminder ensures that children have access to a wide range of activities, both inside and outdoors, in the local environment. Parents comment that they receive regular updates on their child's progress and what the childminder is providing for children to help them learn effectively. n Children learn to behave well. They respond positively to the childminder's gentle direction and understand her rules and boundaries. The childminder reminds children not to put play food into their mouths as they explore in the role-play kitchen. Children show they understand this direction by saying 'pretend food' and take it out of their mouth. n The childminder ensures that children who need additional support receive the help they need. She works closely with parents and seeks advice from other professionals to secure additional help and ensure that children progress well.

p.2

need to do better?

n The childminder provides children with additional experiences in the local community. For example, children regularly join in new activities as they visit local toddler groups. This helps children to develop good social relationships with others, helping prepare them for the next stage of their education. n The childminder creates a safe, clean and secure environment for the children in her care. She minimises potential hazards in her home, such as adding safety gates and assessing risks in her home and garden daily so that children can engage in activities safely.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

p.3

should:

n develop planned activities and the support that is offered to children to ensure that teaching focuses on challenging their next steps in learning n provide children with enough time to process and respond to questions to further support their thinking and problem-solving skills.

p.3

Setting details

Unique reference number EY306871 Local authority Nottinghamshire County Council Inspection number 10316765 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 7 Date of previous inspection 10 May 2018

p.4

Information about this early years setting

The childminder registered in 2005 and lives in Carlton, Nottinghamshire. She operates all year round, from 7.30am to 5.30pm, Monday to Friday, except for family holidays. The childminder holds an appropriate early years qualification at level 3. She provides funded early education for two-, three- and four-year-old children.

p.4

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 childminder and has taken that into account in their evaluation of the childminder. n The childminder showed the inspector the premises and discussed how she ensures that they are safe and suitable. n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for the curriculum. n Children communicated with the inspector during the inspection. n The inspector observed the quality of education being provided, both indoors and outdoors, and assessed the impact that this was having on children's learning. n The childminder and the inspector discussed how the curriculum is implemented and the impact that this has on children's learning. n Parents shared their views of the childminder with the inspector.

p.5

Inspection activities

n The childminder provided the inspector with a sample of key documentation on request.

p.5

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

15 April 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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