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 Not applicable

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The provision is good

The childminder creates a safe and warm environment where children make good progress. She works hard to develop strong relationships with families. These close collaborations allow the childminder to gather a deep understanding of children's early experiences. She uses this knowledge to mirror young children's routines from home. For example, children look forward to nutritious meals and snacks and settle swiftly for naps after their busy morning's exploring. These carefully considered strategies support children to feel comfortable and enjoy their time in the childminder's nurturing care. This is evident in the close and affectionate bonds children develop with their childminder. They regularly run to her for cuddles and giggle with delight at the jokes they share.

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The provision is good

Children are confident and demonstrate they feel at home in their learning environment. They help themselves to the vast array of well-organised and age- appropriate toys that cater for their varied interests. This confidence is observed in the way children engage with visitors, encouraging them to join in their games. The childminder supports these growing social skills well. She provides opportunities for children to interact with adults and children at structured play sessions and on various trips out within their local community.

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need to do better?

n The childminder is committed to enhancing the care she provides for children and families. She is passionate about developing her knowledge and skills and enthusiastically discusses the additional training she undertakes. The childminder embraces her new knowledge and makes well-considered changes to her practice. For example, recent professional development has enabled her to better promote children's literacy skills and encourages them to develop a love of books. n The childminder promotes children's communication skills well. This is observed particularly well in the support she provides for children who speak English as an additional language. Parents provide key words and phrases in the language that children use at home. This enables the childminder to develop a good understanding of children's basic needs from the start. Her ongoing modelling and repetition of words support children to communicate confidently.

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need to do better?

n Parents value the care that the childminder provides and the close bonds their children form with her and her family. The childminder encourages parents to play an active role in children's learning from the start. Together, they establish appropriate starting points from which to support children's development. The childminder shares her regular, robust assessments well with parents. She shares ideas on how they can further support children's learning at home. This collaborative approach enables children to make good progress from their

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need to do better?

3 March 2025 starting points. n The childminder monitors children's learning very closely. All essential assessments are completed to a high standard. Her ongoing methods of evaluation enable her to have a robust understanding of children's strengths and areas for development. The childminder carefully plans activities that are aimed at supporting children's progress within these specific areas. For example, children develop language and fine motor skills exploring a farm role play activity. However, on occasion, this focus means the childminder misses rich opportunities to promote children's broader learning during planned activities. n Children are developing age-appropriate mathematical knowledge. The childminder threads her teaching through all activities and routines. For example, she introduces concepts such as 'full' and 'empty' when placing rice in containers during a sensory activity. At snack time, children are encouraged to

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need to do better?

chop their bananas in 'half' and make 'two' pieces. n The childminder understands the impact children's emotional well-being has on their actions. She develops child-specific strategies to support their understanding of appropriate behaviour and the rules in her setting. For example, she creates visual prompts for children to better communicate their feelings. She understands how a lack of language skills can cause frustration that may lead to unwanted behaviour.

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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 consistently expand teaching beyond what has been planned to provide children with broad learning opportunities that support them making outstanding progress across all areas of learning.

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Setting details

Unique reference number 2704469 Local authority Hertfordshire Inspection number 10372498 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 3 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2022 and lives in Watford, Hertfordshire. She operates all year round, from 8am to 5pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for children from the ages of nine months to four years.

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Inspection activities

n The inspector considered the views of parents by reviewing feedback letters. n The inspector looked at a sample of relevant documents. n The inspector observed the interactions between the childminder and the children during activities. n The inspector observed the quality of teaching to assess the impact on the children's learning. n The inspector and the childminder completed a joint observation of an activity to assess the quality of teaching. n The inspector held discussions with the childminder about the monitoring of learning and development in the setting and tracked the progress of the children.

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Inspection activities

3 March 2025 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 March 2025 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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