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 are happy and settled in this nurturing setting. The childminder builds strong bonds with children which helps them to feel safe and secure. Children have a strong sense of belonging and their voices are valued, as they eagerly share home experiences. Children greet their peers with affection and show a genuine delight as their friends arrive, often greeting them with a hug. The childminder arranges the environment to promote children to have choice in their play. She ensures activities are engaging and tailored to children's interests, to promote good engagement. Positive role modelling is embedded in the childminders practice, helping children develop appropriate social skills and behaviour. They form strong relationships with their peers and play together well.

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The provision is good

Children are confident communicators. The childminder provides a constant narrative during play, introducing new vocabulary and supporting children's language development. During registration, children actively engage in name recognition activities, where they are encouraged to pronounce the first letter of their names, supporting early literacy skills. A bilingual approach is embedded seamlessly into the daily routine, with the childminder using French words throughout the day. Children respond enthusiastically, demonstrating a growing understanding of the language. For example, children learn the word for cheese and greet their peers in French.

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need to do better?

n The childminder provides a well-structured and engaging curriculum that supports all areas of children's development. She demonstrates a strong understanding of how children learn and helps children to build on their knowledge and skills progressively. On occasions, when older children demonstrate advanced abilities, the childminder does not provide opportunities to extend their learning even further. n Outdoor learning and physical development are integral to the curriculum. Children engage in a range of activities that support both fine and gross motor development. They participate in mark-making with chalk and paintbrushes, ride trikes and balance on stepping stones, while identifying colours and counting. Young children show impressive skills as they confidently navigate steps to a large slide. n Healthy lifestyles are effectively promoted through well-structured mealtime routines. The childminder engages in meaningful discussions about healthy

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need to do better?

eating, explaining how different food groups contribute to growth and energy. Children are actively involved in their mealtime experience, promoting both independence and an awareness of healthy choices. n Settling-in procedures are in place to help children adjust to the setting and help

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need to do better?

2 April 2025 establish positive relationships between parents and children. The childminder establishes key information about children such as their interests and routines. However, the childminder does not always obtain enough detail about children when they first start in order to best meet their individual needs from the very outset. n Independence is actively promoted throughout the setting. Children are encouraged to take responsibility for their personal care such as washing their hands. They confidently use individual towels and a mirror to clean their faces, reinforcing self-care skills. Children pour their own drinks, and older children are given the opportunity to cut their own fruit, fostering independence. n Children benefit from a rich variety of experiences beyond the setting. They visit playgroups, parks, farms, and libraries, which supports their personal, social, and emotional development, while encouraging a sense of community. Regular

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need to do better?

meetups with other childminders provide further social opportunities for the children. n Strong partnerships with parents are evident, and parents speak highly of the childminder. Regular communication is maintained about children's learning and development. Parents are supported with home learning ideas, such as play dough recipes, and provided with information on topics such as online safety. n Transitions to nursery and school are well managed. The childminder has developed strong relationships with local nurseries and ensures key information is shared to support children's transitions. Children are introduced to teachers in advance, helping them feel familiar and confident when starting a new setting. n The childminder demonstrates a reflective approach to her practice by seeking regular feedback from parents through questionnaires, using their input to improve her service. She ensures mandatory training is kept up to date and

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need to do better?

actively engages in professional development, recently enhancing her skills in understanding schemas to better support children's learning and 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 ensure older children are consistently challenged to extend their learning even further n further build on the processes to find out key information about children when they first start, to help fully understand their individual needs.

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Setting details

Unique reference number EY540623 Local authority Hertfordshire Inspection number 10380641 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 18 June 2019

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Information about this early years setting

The childminder registered in 2017 and lives in St Albans. She works alongside her husband who is also a registered childminder. She operates all year round from 8am to 6pm, Monday to Friday. The childminder holds an appropriate qualification in early years at level 6 and provides funded early education for eligible children.

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Inspection activities

n The childminder and inspector completed a learning walk together of all areas of the setting and discussed the early years 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 carried out a joint observation of an activity that the childminder carried out with the children. n The children communicated with the inspector during the inspection. The inspector took account of written views from parents. n The inspector looked at relevant documentation such as evidence of the suitability of the childminder and a selection of other records.

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Inspection activities

2 April 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

2 April 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

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