Stenton, Pauline

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 demonstrate a deep sense of belonging in the childminder's home. They greet visitors warmly, confidently show them around their playroom and discuss their favourite activities and games. Children's interests are at the heart of the childminder's practice. She creates an environment and plans learning opportunities that are exciting for all children. For example, children enjoy a variety of activities focused on their favourite story, 'The Very Hungry Caterpillar'. They create their own caterpillar display, explore the different foods in the story and discuss a recent visit to the zoo where they explored a butterfly enclosure. This knowledge of children's interests ensures that they engage well in meaningful play that supports their learning.

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The provision is good

The childminder has high expectations for children's behaviour. She encourages children to recall the setting rules and recognises and praises their kind and positive actions. As a result of this consistent approach, children behave well and are aware of the rules and why they are in place. For example, children regularly tidy up the playroom, understanding how this keeps the environment safe for everyone. They remind their friends not to run indoors as they may bump into objects and could hurt themselves and others.

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need to do better?

n Children develop a good understanding of healthy lifestyles and the positive impact this has on their well-being. They have access to outdoor play opportunities in the secure garden, on trips to local parks and when taking part in yoga sessions. Children enjoy nutritious snacks of fruit and vegetables that they help to prepare, exploring why they are healthy choices. n The childminder places a sharp focus on supporting children's emotional development and well-being. Children explore their feelings using story characters to identify their emotions. The childminder encourages children to explore the impact that their moods can have on their behaviour and how the resulting actions can affect others. As a result of this age-appropriate teaching, children are beginning to express their feelings and regulate their behaviour. n The childminder provides plenty of opportunities for children to practise their

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need to do better?

language skills. She engages them in group discussions and allows them plenty of time to discuss their ideas and respond to her pertinent questions. However, the childminder does not routinely address children's mispronunciations and incorrect grammar. This does not fully promote their understanding of the English language. n Relationships with parents are strong. Parents praise the childminder and acknowledge how the exciting activities she provides support children's development. They appreciate the close relationships children have with the

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need to do better?

4 November 2024 childminder and her deep understanding of children's unique personalities. Parents comment on how the childminder's robust communication enables them to further promote children's learning at home. n The childminder monitors children's progress closely. Her strong understanding of children's abilities enables her to identify when there may be concerns. The childminder is swift to share her findings with parents and seek out additional support to promote children's learning. n Children remain safe in the childminder's care. She uses age-appropriate equipment when at home and on trips out and discusses the importance of monitoring children closely while they eat and sleep. The childminder has robust safeguarding knowledge and confidently discusses how she may identify if a child is at risk from harm and how to access appropriate help. n The childminder diligently evaluates the care she provides by seeking regular

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need to do better?

feedback from parents. She is committed to enhancing her skills and knowledge by accessing additional professional training. She uses the knowledge she gains to enhance the care she provides for children. For example, the childminder explains how she has made changes to her environment that support children's engagement in play more effectively and promote their learning. n During structured activities, the childminder adapts her teaching well to support children's individual learning needs. For example, when exploring modelling dough, young children delight at using cutters to create and identify different shapes. Older children explore and discuss the more complex patterns they form in the dough. However, the same targeted teaching is not always observed when supporting children's progress during sessions of free play.

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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 children's language skills by consistently identifying and correcting children's mispronunciations n constantly adapt and extend teaching opportunities to promote children's learning, specifically during sessions of free play.

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Setting details

Unique reference number 149112 Local authority Hertfordshire Inspection number 10359775 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 6 Date of previous inspection 12 December 2018

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Information about this early years setting

The childminder registered in 1997 and lives in Hemel Hempstead, Hertfordshire. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate early years qualification at level 3.

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Inspection activities

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

4 November 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

4 November 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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