Hastie, Nicola Anne

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 thoroughly enjoy the time they spend in this exciting learning environment. They confidently explore the vast array of well-organised, age- appropriate activities and resources. Children's interests are at the heart of the childminder's practice. She plans exciting learning opportunities that are safe and stimulating for all children. The childminder explains how activities and resources meet the specific learning needs of all children present. This deep knowledge of individual children ensures they all remain deeply engaged in play and make good progress from their starting points.

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The provision is good

Children form close bonds with their energetic and nurturing childminder. They demonstrate a deep sense of belonging, cuddling up to her when recalling past events and when exploring games together. Children form close friendships with one another. They cooperate well in play and help their friends in activities. For example, children share out sports equipment and demonstrate to one another how to use them correctly.

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The provision is good

The childminder has high expectations for children's behaviour. She implements effective strategies to support children to take turns and play cooperatively. For example, children enjoy numerous group activities where they get to practise these skills. As a result of these well-implemented strategies, children behave well and demonstrate good manners and polite behaviour.

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need to do better?

n Children are confident and demonstrate focus and determination during activities. The childminder supports these attributes well. She provides children with support and encouragement when completing challenging activities. Children beam with delight at the abundance of praise the childminder offers for their efforts and achievements. As a result, children are confident and demonstrate a positive attitude to their learning. n The childminder encourages children to develop healthy lifestyles. Children understand the need to wash hands before meals and snacks and learn the benefits of healthy eating during sociable mealtimes with their childminder. Children have access to extensive outdoor play opportunities in the well- organised garden. They enjoy regular visits to parks and the local farm, where they develop physical skills and explore where the different foods they eat come from. n The childminder establishes close working relationships with other settings that

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need to do better?

children attend. Information, including essential assessments, is shared well, along with daily observations and updates. This collaborative approach supports children to benefit from consistent teaching and make good progress from their

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need to do better?

28 August 2024 starting points. n Children of all ages are confident and able communicators. Older children demonstrate an extensive vocabulary during their interactions with one another and adults. Young children express their feelings and needs clearly. For example, babies asked to 'wipe hands' and 'go and play' after thanking the childminder for their snack. The childminder supports children's language development well. She provides constant narrative during activities and gives children opportunities to discuss their thoughts and ideas. For example, children discuss a recent trip to London. The childminder encourages them to explore how they got there and describe the famous sights they saw. n The childminder has robust procedures in place to monitor children's progress. This enables her to identify gaps in learning and plan activities to promote children's development. The childminder adapts these activities well to ensure all

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need to do better?

children engage well and develop their individual skills. For example, during a sensory activity, babies explore the texture and colours of rice. Older children use scoops, containers and scales to measure out various quantities of rice and identify numbers. However, the childminder does not always extend her teaching to further develop the knowledge of the most able children who attend. n Relationships with parents are strong. The childminder works closely with parents from the start to gather detailed information about children's early experiences and establish realistic starting points. She uses this information to plan learning opportunities that will fill the gaps in children's knowledge and support them to make good progress. The childminder encourages parents to play an active role in children's learning. For example, she provides home learning packs to support children's understanding of the new routines they will

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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 take every opportunity to extend children's learning during activities, with particular focus on the most able children who attend.

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Setting details

Unique reference number EY457356 Local authority Hertfordshire Inspection number 10354971 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 13 November 2018

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Information about this early years setting

The childminder registered in 2013 and lives in Hatfield. She operates all year round from 8am to 5.30pm, Monday to Wednesday. 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 childminder and has taken that into account in their evaluation of the childminder. 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 children during activities and observed the quality of teaching. n The inspector and childminder completed a joint observation of an activity to assess the impact of her teaching on children's learning. n The inspector and 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.

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Inspection activities

28 August 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

28 August 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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