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

Children are happy and settled at this warm and welcoming setting. The childminder provides a calm and nurturing atmosphere, modelling respectful behaviour and setting high expectations, helping children to behave well. Children are encouraged to use their manners and are consistently praised, which supports their self-confidence and emotional development. They demonstrate high levels of engagement, motivation and confidence as they independently select from a rich range of resources aligned with their interests.

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The provision is good

The childminder delivers a sequenced and ambitious curriculum that is tailored to support children's development. Teaching is consistently strong, with children's learning consistently extended through high-quality interactions. Children learn about mixing colours, as they blend coloured dough together using reference cards, which helps develop their understanding of early science and colour theory. This is extended further as they find pictures of coloured animals in the garden, helping to embed their learning. Children build on their mathematical knowledge through sensory play, as they scoop and pour water. The childminder encourages children to think critically, as she asks them how many scoops of water will be needed to fill the jug. She uses mathematical language, such as 'more' and 'less', helping children to understand the concept of volume. These experiences provide a good foundation for the skills required for the next stage of their education.

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need to do better?

n Children are confident communicators. They are supported through ongoing narration and questioning from the childminder. She introduces new words, such as 'squish' and 'squeeze', as children explore sensory play with water and sponges. Conversations are consistently promoted as children are encouraged to talk about their home lives and discuss weekend news. The childminder shares books with warmth and enthusiasm, creating meaningful shared experiences. Children enjoy cuddling up to listen to familiar stories, which deepens their love of books and supports their early literacy. n The childminder builds strong partnerships with parents. They value the childminder's warm, personal approach and commend the thoughtfully planned activities that meet children's individual needs. Parents are kept regularly informed of their child's development, and the childminder offers practical advice on routines, diet and sleep, supporting learning and well-being at home.

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need to do better?

n The childminder shows strong inclusive practice, particularly in supporting children who speak English as an additional language. She finds out and uses key words from children's home languages and provides visual aids, such as displaying colours and numbers, and provides dual language books in children's home dialect to promote their understanding and support their vocabulary.

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need to do better?

12 May 2025 n Children are encouraged to be independent. They are given choices throughout the day, from selecting their own resources to deciding whether to play indoors or outdoors, promoting confidence and decision-making. Children enjoy healthy snacks, which they self-serve, and demonstrate independence when washing hands. However, the childminder does not always extend children's self-care skills further. For example, she does not consistently encourage the most capable children to wipe their own faces or apply their own sun cream with guidance. n Outdoor play is a strength of the setting. Children benefit from a range of physical activities, such as obstacle courses and climbing equipment, supporting their large-muscle development. This is complemented with a broad range of enriching outings, which provide valuable real-world experiences for children. These include, nature walks, rhyme time sessions, farm visits, and trips to the

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need to do better?

zoo. All of which support children's social skills, language development and understanding of the world around them. n The childminder works closely with parents to identify where children may have gaps in their development and may need additional support. She understands the importance of partnership working with other settings. However, she does not always share information about children's development with other settings and professionals, to promote consistency in their care and learning. n The childminder is committed to her own professional development and that of staff that support her. She ensures that all mandatory training is up to date and engages in a wide range of additional training to keep her knowledge and skills current. The childminder is reflective of her learning environment, routinely adapting it to provide rich and engaging experiences that inspire awe and wonder for the children in her care.

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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 provide more opportunities for children to build on their self-care skills independently n establish more robust methods of communication with other settings that children attend to share information about children and their learning needs.

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Setting details

Unique reference number 2702083 Local authority Hertfordshire Inspection number 10380768 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 11 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2022 and lives in St Albans. She operates all year round from 8am until 5.30pm, Monday to Friday, except for bank holidays and family holidays, and works with an assistant. The childminder holds an appropriate qualification at level 3 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 and her assistant carried out with the children. n The children communicated with the inspector during the inspection. The inspector spoke to parents and took account of their written views. 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

12 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

12 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

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