Stewart, Gemma Frances

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

Children settle swiftly in the childminder's care. They confidently explore the wide range of activities both indoors and in the exciting garden. Children become engrossed in meaningful play that supports their learning. For example, they count out and explore models of animals that they have seen on a recent trip to the farm. The childminder facilitates this high level of engagement because she creates a warm and homely environment where children's interests are at the heart of her practice.

p.2

The provision is good

The childminder places sharp focus on supporting children's emotional development. She encourages them to explore their feelings and how the resulting behaviour can impact others. For example, when there are disputes over toys, she supports children to consider how not taking turns can make their friends feel. As a result, children confidently discuss their emotions with others and are learning to express their needs appropriately.

p.2

The provision is good

Children are confident communicators who demonstrate a wide and sophisticated vocabulary for their stages of learning. The childminder uses daily routines as an opportunity to develop their language skills. Children describe the 'juicy' and 'tangy' fruits that they eat at snack time. The childminder provides exciting opportunities for children to develop a love of books that supports their early literacy skills. Children explore stories in the cosy indoor reading area as well as in the outdoor willow den that the childminder has cultivated.

p.2

need to do better?

n The childminder encourages children to complete age-appropriate tasks throughout their day. Children enthusiastically set the table for snacks and meals and complete essential hygiene routines independently. The childminder allows children plenty of time to develop skills, such as putting their shoes on. She is always on hand to offer guidance and support where necessary. The childminder understands the importance of these skills in preparing children for their next stage of learning. n Children's mathematical knowledge is promoted well and adapted to support the abilities of all children who attend. Children explore ideas, such as colour and size, when filling pots and making marks in a tray of lentils. Most-able children measure out the lentils into cups and discuss more advanced concepts, such as capacity. However, the childminder does not take every opportunity to extend her teaching during activities to fully promote children's learning.

p.2

need to do better?

n The childminder has a consistent approach to supporting children's behaviour. She creates age-appropriate boundaries and offers an abundance of praise when children adhere to them. The childminder clearly explains the consequences of

p.2

need to do better?

7 May 2024 inappropriate behaviour and the impact their choices may have on themselves and others. n Children are learning to identify risks in their play and how to manage them appropriately. For example, they explain the need to tidy away toys after play so that their friends do not trip and hurt themselves. The childminder uses daily routines to support children's knowledge of their personal safety. For example, children learn to use knives safely to chop up their fruit at snack time. They discuss how to hold them correctly and the possible consequences if they misuse them. n The childminder ensures that children's learning is well sequenced and builds on what they already know. As a result, children remain deeply engaged in activities that are suitably challenging for them. However, children are not always given the opportunity to fully explore their ideas and expand their knowledge during planned activities.

p.2

need to do better?

n Parents are highly complementary about the nurturing care their children receive. They acknowledge how this promotes children's learning and well-being. Parents comment on the exceptionally close bonds children form with the childminder. They deeply appreciate the support she offers not only to children but to the entire family. n The childminder works hard to establish relationships with other professionals. She develops effective methods of communication and uses the knowledge gained to further promote children's development. For example, the childminder attends specific play sessions and workshops to support children with special educational needs and/or disabilities. She liaises with specialists to develop targeted teaching strategies. This ensures that all children make good progress from their starting points.

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 enhance opportunities to extend children's learning during planned activities and sessions of free play n encourage children to explore and discuss their ideas fully during activities.

p.3

Setting details

Unique reference number EY486917 Local authority Hertfordshire Inspection number 10335718 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 4 Date of previous inspection 25 June 2018

p.4

Information about this early years setting

The childminder registered in 2015 and lives in Potters Bar. She operates all year round, from 8am to 5pm, Monday to Thursday, except for bank holidays and family holidays. The childminder 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 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. n The inspector looked at a selection of relevant documents. n The inspector observed the interactions between the childminder and the children during activities and observed the quality of teaching. n The inspector and the childminder completed a joint observation of an activity to assess the impact of her teaching on children's learning. n The inspector and the childminder discussed how the childminder organises her setting and plans the curriculum and experiences for children. n The inspector held discussions with the childminder about the monitoring of learning and development in the setting and tracked the progress of children.

p.4

Inspection activities

7 May 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

7 May 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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