Oliver, Tracey

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 have a close relationship with the childminder and demonstrate they feel safe and secure in her care. The childminder promotes these close bonds well. She creates opportunities for children to explore their emotions and concerns. For example, children cuddle up with the childminder and discuss recent visits they have made to their new pre-school. The childminder offers reassurance and support, enabling children to have a positive attitude to these changes in their routines.

p.2

The provision is good

The childminder provides stimulating learning opportunities that are based on children's interests. She adapts them well to ensure all ages of children remain deeply engaged in play. For example, young children delight at exploring the different shapes and colours of model dinosaurs. They mimic the sounds they make and explore their different shapes and features. Their older friends enhance their fine motor skills by using tweezers to sort the dinosaurs into different-coloured bowls.

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The provision is good

The childminder supports children's social development well. She provides opportunities for them to interact with adults and children at structured play sessions. Children enjoy trips out to local farms and explore their local community. As a result, children are confident in new situations. They greet visitors enthusiastically and they happily allow them to join in their games.

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need to do better?

n The childminder adopts consistent strategies that support children to behave well. She sensitively discusses any conflicts that arise as a group. This allows children to develop a deeper understanding of the impact their behaviour has on others. The childminder recognises children's kind behaviour, praising them when they take turns and share resources with their friends. n Children are curious about how objects work. The childminder supports children to persevere in activities and achieve their desired outcome. For example, children explore various-shaped keys and use them to open locks. The childminder provides children with praise and encouragement and allows them sufficient time to complete the task independently. n The childminder reflects well on her practice and is committed to enhancing the care she provides for children and families. She enthusiastically discusses the additional training she undertakes. The childminder acknowledges how these

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need to do better?

opportunities support her to make well-considered changes to her practice. For example, she explains how she has adapted her interactions with children during group discussions to better support their communication skills. n Professional relationships with other childcare providers are strong. The

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need to do better?

1 July 2024 childminder works closely with other settings to support children through the transition process. This enables children to settle in their new environments and continue making good progress. The childminder uses her knowledge and experience to promote the practice of others. She manages an online network for childminders where they can share ideas and offer mutual support. n The childminder develops innovative strategies to support children who speak English as an additional language. Parents provide recordings of key words and phrases in the language that children use at home. This enables the childminder to develop a good understanding of children's basic needs from the start. Children explore dual-language books with the childminder. This encourages them to develop a love of reading and extends their vocabulary. However, on occasion, the childminder encourages children to use complex words that do not

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need to do better?

reflect their abilities or support their identified next steps. n Parents speak positively about the childminder, the care she provides and the close bonds that she has with children. The childminder encourages parents to play an active role in children's learning from the start. During comprehensive settling-in sessions, the childminder and parents explore children's abilities. Together they establish realistic starting points from which all carers can refer to and support children's development. n The childminder establishes robust methods of monitoring children's progress. Her consistent approach ensures any concerns regarding children's development are identified early and strategies swiftly put in place. This supports children to make good progress from their starting points.

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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.

p.3

should:

n ensure all aspects of teaching build on what children know and can already do, specifically in relation to children's language development.

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Setting details

Unique reference number EY298439 Local authority Hertfordshire Inspection number 10344335 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 7 September 2018

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Information about this early years setting

The childminder registered in 2004 and lives in Welwyn Garden City, in Hertfordshire. She operates all year round, from 8am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. She 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 childminder and has taken that into account in their evaluation of the provider. n The inspector considered the views of parents by holding discussions with them and reviewing feedback letters. 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 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

1 July 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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