Negus Tracy Louise

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 flourish in the care of the childminder. They demonstrate a positive attitude to learning and are keen to explore the range of activities on offer. For example, children become excited as they help to water the cabbages growing in the garden. The childminder encourages the children to look closely at the leaves. They engage in meaningful conversations about what they think has caused the holes and children suggest it might be 'the hungry caterpillar'. Experiences such as these build on children's growing vocabulary and support their understanding of the natural world.

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The provision is good

The childminder has high expectations for all children and is a positive role model. Securely embedded rules and routines enable children to know what is expected of them. As a result, their behaviour is good. The childminder uses a range of strategies to support children's understanding of sharing and taking turns. Older children confidently talk about how they use the sand timer and remember that resources can be placed 'in the middle' to enable everyone to access them. The childminder is caring and responsive to children's needs. When children are unsure of new situations, they seek her out for reassurance. She quickly adapts her practice to ensure that children's needs are fully met. Subsequently, children settle quickly and demonstrate that they feel safe and secure.

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need to do better?

n The childminder provides children with high-quality experiences and implements an ambitious curriculum that is tailored to each child's needs. From the start of their care, the childminder gets to know the children very well. She plans personalised settling-in sessions to ensure children and their families feel comfortable and safe in her care, and she uses information gathered from parents to target her curriculum effectively. n Mathematics is woven into all areas of the curriculum. As children explore the sensory tray, they are introduced to the language of capacity. They delight as they tell the childminder that their buckets are 'full' of rice, and then comment that they are 'empty' as they tip the rice out. n The childminder skilfully adapts her teaching to suit the different needs of all children in her setting. During adult-led activities, children practise counting the dots on a dice and throw the corresponding number of beanbags into a

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need to do better?

container. Younger children are encouraged to practise throwing beanbags closer to the container. This supports their physical development. Older children are challenged to count how many dots there are altogether on two dice before standing further back to throw their beanbags. As a result of targeted teaching such as this, all children make good progress in their learning. n Overall, the childminder implements a strong curriculum for communication and

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need to do better?

11 November 2024 language. Children take part in regular singing sessions and engage in meaningful conversations about things that are of interest to them. They have access to a range of books and become excited as they choose their own book to take home and share with their family. The childminder provides a narrative for children as they play, introducing words such as 'scoop', 'crumble' and 'explode'. However, on occasions, the childminder does not always use questions effectively to further extend children's language and vocabulary. n The childminder provides a range of opportunities for the children to learn about the world around them. For example, they visit the local shops where they learn life skills, such as paying for food and interacting with others. During walks in the community, children are encouraged to look closely at their environment. They comment on the door numbers they see as well as noticing the changes

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need to do better?

that occur to the natural world throughout each season. n The childminder is dedicated to providing good-quality care and learning for children. She is highly reflective of her own practice and strives to continually improve her skills and knowledge. The childminder has recently completed an early years professional development course. She uses the knowledge she has gained to implement new ideas and strategies that benefit the children in her care. n Effective partnerships with parents and carers are established and contribute to consistency in children's learning and care. The childminder shares guidance and offers support on topics such as potty training and sleeping routines. Parents' feedback is overwhelmingly positive. They comment that the childminder has had a 'significant impact' on their children's development and state that she goes above and beyond to help their children feel 'unique and well loved'.

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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 develop questioning skills even further to ensure children continually make the best possible progress.

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Setting details

Unique reference number EY264802 Local authority Hertfordshire Inspection number 10363861 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 14 Date of previous inspection 14 January 2019

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Information about this early years setting

The childminder registered in 2003 and lives in Letchworth. She operates all year round from 8am to 5.15pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 4. She provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n The inspector observed how the childminder interacted with children and spoke with the children present. n The inspector and childminder completed a joint observation of an activity to assess the quality of teaching. n The childminder provided the inspector with a sample of key documentation on request. n The inspector took account of the views of parents.

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Inspection activities

11 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

11 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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