Childminder in Herefordshire

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

Children are happy, confident and settled in this warm and welcoming setting. They form secure, trusting relationships with the nurturing childminder, who demonstrates a strong understanding of each child's unique needs and family background. Children demonstrate that they feel safe, valued and emotionally supported. They make good progress from their starting points. The childminder plans an ambitious and well-sequenced curriculum that is inspired by their interests and builds on what they already know and can do. Children make independent choices about their play and confidently move between the indoor and outdoor learning environments. They are eager to play and motivated to learn.

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The provision is good

The childminder sets clear and consistent expectations for behaviour. She reinforces these through positive role modelling and gentle reminders, such as encouraging children to use 'kind hands' and to take turns. Children respond well to these expectations. At mealtimes, they interact politely with the childminder. Children use good manners. They say please and thank you as the childminder passes them their food. The childminder supports children's good health effectively. Children wait their turn to wash their hands at the hygiene station and use individual towels to dry them. Young children sleep peacefully in a calm and comfortable environment. The childminder monitors them regularly to ensure their safety and well-being.

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need to do better?

n The childminder's home is clean and generally well organised. She provides a wide range of good-quality resources to support children's learning. However, at times some children are not engaged in purposeful play because the childminder does not consistently review resources or adapt the environment to meet all children's developmental needs. n The childminder knows children well and carries out regular assessments of their progress. She uses this information to plan their next steps in learning. However, next steps are often too broad and not sharply focused, to support children to make even better progress. In addition, the childminder does not consistently share this information with parents to help them continue and extend learning at home. n The childminder supports children's communication and language development effectively through engaging interactions. She introduces rich vocabulary and concepts, such as 'proboscis,' which enhance children's understanding of the

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need to do better?

world around them. For example, during a creative activity, she uses this word to describe a butterfly's tongue and actively guides children to make a 'curly shape' with pipe cleaners to mimic a proboscis. This approach deepens children's understanding of new words and promotes their spoken language, promoting

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need to do better?

8 May 2025 meaningful language development. n The childminder has good relationships with parents. She values the views of parents and seeks their feedback through regular questionnaires. The childminder keeps them updated about children's time at her setting. She speaks to them at the start and end of the day and sends digital messages of children's achievements. Parents are happy with the service provided by the childminder. They express complete trust and appreciation for the care and education their children receive. n The childminder is committed to providing high-quality care and education. She actively engages in ongoing professional development, accessing training to enhance her already good practice and deepen her teaching skills. The childminder works collaboratively with other professionals to reflect on practice, share ideas and keep up to date with current legislation. This reflective and

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need to do better?

evaluative approach underpins continuous improvement in the quality of her provision. n The childminder provides children with rich and meaningful experiences beyond the setting that enhance their learning and development. Regular outings into the local community, such as visits to parks, support children's physical development and promote their understanding of the wider world. Children have fun as they play in the childminder's well-resourced garden. They use their imagination as they pretend to cook in the outdoor kitchen. The childminder helps children to develop a love of books. She takes them to the library for group story sessions and encourages children to choose books to share at home and in the setting. These opportunities broaden children's experiences and deepen their engagement in learning.

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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 review and adapt the learning environment on a regular basis to ensure that resources and activities consistently meet all children's developmental needs and support sustained purposeful play n strengthen children's planned next steps in learning to ensure they are precise and focused, and consistently shared with parents to support children to make the best possible progress in their learning and development.

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Setting details

Unique reference number 2702747 Local authority Herefordshire Inspection number 10380739 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 4 Number of children on roll 4 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2022. She lives in Leominster and operates her provision from 8am until 5.15 pm Monday to Thursday all year round, except bank holidays and family holidays. The childminder offers funded early years education for children aged from nine months to four years.

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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 Children spoke with the inspector during the inspection. n The inspector observed the interactions between the childminder and children. n The inspector carried out joint observations of group activities with the childminder. 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

8 May 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

8 May 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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