Delport, Judith Grace

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

The kind and caring childminder welcomes children into her home like family. She has developed warm and nurturing relationships that support children to feel safe and secure. Children explore the setting with confidence, dancing and singing with their friends from the moment they arrive. Children demonstrate that they feel 'at home' in the setting and show high levels of emotional well-being. The youngest children have warm cuddles as they enjoy their bottles and are gently placed in cots to sleep.

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The provision is good

Children play together well. They look at well-loved books and take turns to change the pages. The childminder offers praise and consistently reminds children about the positive choices they make. This helps them to remember and internalise expectations. Children are developing respectful relationships. Older children play with the youngest children, showing kindness, patience and tolerance as babies explore their surroundings.

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The provision is good

The well-planned curriculum means that children are developing a broad and diverse understanding of the world. They explore topics such as winter and arctic animals, which help them deepen their knowledge. The childminder uses previous learning to connect future ideas, such as when they create melting snowmen pictures and remember that ice melts.

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need to do better?

n Children are developing their use of language well. The childminder uses a wealth of language to help children develop vocabulary. They hear words such as 'spatula' and 'bread board' as they select materials for their dough. When children mispronounce words, the childminder repeats their sentences back to them in the correct way, sensitively guiding their spoken language. n Children learn lots of new and exciting information. The childminder uses what children know and what they enjoy to develop engaging learning experiences. When they learn about shapes, children think of Christmas items that are the same, such as round baubles and square presents. They learn about the seasons and how the weather changes through the year. n Learning experiences are well considered and match children's ideas and interests. At the dough tray, every child is supported through the well-planned offering. Children can use a range of tools that suit their current skills, as well as

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need to do better?

those that stretch and challenge them. Younger children who are still exploring access the materials that help them explore their ideas, such as pressing and burying small wooden beads into the dough. n There is a focus on children becoming confident, resilient and independent. The childminder supports children to manage their personal needs by themselves.

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need to do better?

4 December 2024 When they go for a walk, children are asked to think about the weather and what clothing they will need. They remember that in the cold weather they need coats, hats and gloves to keep their bodies warm. The childminder counts their fingers as they put on their gloves, further supporting children's mathematical development. n Children are highly creative. They enjoy making 'melted snowman' pictures using glue and collage materials. They talk about the weather and connect this to their learning about arctic animals. Children engage in a range of songs with the childminder, such as 'Head, Shoulders, Knees and Toes' and 'Wind the Bobbin Up'. n Local walks offer children a great opportunity to develop their physical skills. They visit the local parks and run with energy in open spaces. They collect nature items, such as sticks and leaves, which are taken back to the childminder's home and used for future discussions. The childminder helps

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need to do better?

children to develop a sense of safety when outside. They stop and listen before crossing the roads. n Parents express their happiness and say their children are happy and make good progress. They feel that communication is excellent and they have a clear understanding about the time their children spend with the childminder. The childminder has developed effective partnerships with other providers that the children attend, as well as the schools they will transition to in the future. n The childminder accesses a range of professional development that enhances her knowledge and skills. She uses this to develop her teaching. The childminder generally evaluates her provision. However, this is not yet targeted enough to evaluate specific areas of provision and drive particular improvements in the curriculum.

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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 the use of self-evaluation to identify more specific areas that can be enhanced to build on the already good quality of teaching.

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Setting details

Unique reference number EY350517 Local authority Hertfordshire Inspection number 10364071 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 4 Date of previous inspection 23 January 2019

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Information about this early years setting

The childminder lives in Bishop's Stortford in Hertfordshire. She registered in 2007 and operates from 7.30am to 6pm, Monday to Thursday, all year round, except for bank holidays and family holidays. The childminder holds an appropriate childcare qualification at level 3. The childminder provides funded early education for all eligible children.

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Inspection activities

n The childminder spoke to the inspector about the children's learning and development, with a particular focus on communication and language. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this has on the children's learning. n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for her early years foundation stage curriculum. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

4 December 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 December 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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