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 Requires improvement

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The provision is good

Children are happy and settled in the childminder's care. They confidently interact with visiting adults, approaching them for help when they need. Children willingly help to tidy up at the end of activities. The childminder recognises the importance of using all learning opportunities available and speaks to children about what skills they are gaining. For instance, she reminds children that they are making their hand muscles stronger as they squeeze dough back into the containers.

p.2

The provision is good

The childminder confidently follows what children want to do throughout the day. She knows the children well, and recognises when they may need to rest. She supports their needs sensitively, encouraging children to cuddle up on the sofa with her for a story so that they can rest. Children confidently make choices and communicate what they would like to do to the childminder. This helps them to lead their own play and learning successfully.

p.2

The provision is good

Children behave well at the childminder's home. The childminder uses a range of positive strategies to support children to share their feelings with her. She provides children with a range of opportunities to interact with others. For instance, they visit the library and the park, meeting up with other childminders and children to broaden their social circles further.

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need to do better?

n The childminder has developed her understanding of how to successfully track and monitor children's progress. She uses appropriate processes to identify any gaps in children's learning. This helps her to plan relevant learning opportunities to build on what children know already. She completes required checks, such as checking children's progress in the prime areas, and shares this information with parents. n The childminder plans appropriate learning opportunities for children. She uses children's interests to provide engaging activities. She instinctively differentiates opportunities for children depending on their age and stage of development. For instance, younger children are encouraged to use their smaller muscles to push rollers and squash dough. Older children are encouraged to use other tools to cut more precisely around the edges of the shapes they cut out with dough. Children respond positively and concentrate well. They show strong levels of

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need to do better?

focus and engagement for their ages and stages of development. n Parents are pleased with the service that the childminder provides. They feel well informed about the children's progress. The childminder communicates effectively with parents in a range of ways. For instance, they hold daily discussions and communicate through photographs and messages. Parents share information about what children do at other settings they attend, and this

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need to do better?

14 April 2025 helps the childminder to provide opportunities for children to develop their knowledge consistently. n The childminder continues to develop her professional knowledge and keeps up to date with any changes within the early years industry. She is reflective about the provision on offer and researches areas of children's development to support the children she cares for. This supports her to identify any issues with children's development accurately. n The childminder talks to children about prior and upcoming experiences to help them make links between their learning opportunities. For instance, she talks about their plan to make biscuits and how the skills they are using with the dough link to this future experience. Children talk about a recent trip to the library, as they explore the library books they borrowed. The childminder reminds them how to handle the books carefully and children respond

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need to do better?

appropriately, demonstrating that they understand why these rules are in place. n Children are very articulate, and the childminder introduces new language and vocabulary. For instance, she uses a range of words to describe different feelings to the children. She asks them questions and children tell the childminder about what they are doing. However, discussions are sometimes limited and the questions she uses do not allow children much opportunity to explain or share their ideas and thoughts with others.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

p.3

should:

n Strengthen opportunities for children to share their ideas and thoughts to support them to expand their language and communication skills even further.

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Setting details

Unique reference number 129956 Local authority Hertfordshire Inspection number 10356062 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 31 May 2024

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Information about this early years setting

The childminder registered in 1998 and lives in Borehamwood, Hertfordshire. She operates on Monday to Friday, from 7.30am until 6pm all year round except for bank holidays and family holidays. The childminder offers funded early education for all eligible 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 read written feedback from parents and took their views into consideration. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

14 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

14 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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