Childminder in Hertfordshire

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 thrive in this warm, nurturing environment where they feel safe and valued. The childminder builds strong, caring relationships with each child, ensuring that they are happy and secure. Daily activities are thoughtfully planned to encourage children's curiosity and enhance their learning. Whether singing, reading stories, or engaging in creative play, children interact with love and joy, often sharing giggles and cuddles with the childminder and each other.

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The provision is good

The childminder sets high expectations for behaviour. She models kindness and good manners. Gentle reminders, such as asking children to sit at the table during meals, help reinforce these expectations. As a result, children develop respectful and caring attitudes towards others, learning to be considerate and cooperative.

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The provision is good

Children engage in enriching activities that broaden their understanding of the world. They build dens and paint with berries they pick in the woods. They enjoy socialising at rhyme time sessions and feeding the ducks, which helps them feel part of the community. Caring for pet rabbits gives children hands-on life experience. Children learn to be independent through daily routines. For example, they put on their shoes and decide whether to wear a coat. These activities support the development of practical self-care skills, confidence and responsibility.

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need to do better?

n The experienced childminder demonstrates a strong understanding of child development. She follows an ambitious curriculum tailored to each child's needs. The childminder carefully identifies children's starting points and plans activities that support their progression. For example, she provides varied opportunities, such as sensory play and physical activities, to help children develop the fine and gross motor skills necessary for writing. As a result, children make good progress towards their goals. n Language development is a key strength in this childminding setting. The childminder uses songs, stories and conversations to immerse children in rich language experiences. She models language effectively, emphasising key words to help children hear the correct pronunciation. For younger children, her use of labelling objects helps them connect words to their surroundings, which encourages early language.

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need to do better?

n The childminder encourages children's thinking skills through thoughtful interactions and questioning techniques. She encourages children to solve problems by asking, 'What do you think you could use?' or by saying, 'I'm not sure how to do that'. This approach allows children to reflect on their previous learning and develop their own solutions. By modelling this thinking process, the childminder helps children develop their problem-solving skills and the

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need to do better?

3 October 2024 confidence to tackle challenges independently. n Children show resilience when tasks feel 'too hard' and show a determination to try again. The childminder models perseverance by demonstrating how to carry out the tasks and reassuring children that 'everyone needs help sometimes'. She extends and repeats activities to reinforce learning and build on their skills. This approach helps children embrace challenges, practise new skills and progress continuously. n The childminder integrates mathematical learning into activities. Children eagerly engage with numbers, ordering items by size and counting objects such as conkers. She also uses mathematical language during everyday routines, such as identifying parking space numbers and remembering which button to press in the lift. Through these hands-on experiences, children build confidence in using mathematical concepts in a fun, natural way.

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need to do better?

n Parents praise the childminder for exceeding their expectations in both care and education. They value her clear communication and feel confident in the safety of the setting. Parents appreciate the childminder's support with potty training and speech development, noting the practical tips she provides to help at home. They also commend her consistent approach to teaching right and wrong and working closely with them to guide children's behaviour effectively. n The childminder actively attends training to enhance her practice and to stay current. Her professional development contributes to her ability to create an inclusive and safe environment for children. For example, she uses tailored resources to support children with special educational needs and/or disabilities. The childminder has not considered refining her evaluation methods to seek opportunities that help develop an expert knowledge in supporting children's

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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 consider the use of self-evaluation and reflection to identify professional development opportunities focused on developing an expert knowledge of teaching and learning.

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Setting details

Unique reference number EY371402 Local authority Hertfordshire Inspection number 10355366 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 18 Date of previous inspection 27 November 2018

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Information about this early years setting

The childminder registered in 2008 and lives in Wheathampstead, Hertfordshire. She operates all year round, from 7.30am to 6pm, Monday to Thursday, 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 The childminder showed the inspector the premises and discussed how they ensure they are safe and suitable. 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 interactions between the childminder and the children. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. 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

3 October 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

3 October 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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