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 demonstrate a deep sense of belonging in this warm and homely environment. They form close bonds with their nurturing childminder, cuddling up to her for stories and relishing their close and affectionate interactions. The childminder provides a home-from-home environment that places children's interests at the heart of her practice. She creates an exciting environment that is safe and stimulating for all children. The childminder's deep knowledge of children and their early experiences enables her to deliver a curriculum that meets children's precise needs. For example, she provides children with a wealth of opportunity to develop their social skills and learn the importance of taking turns and sharing at the various group play sessions they attend together. This prepares children well for their next stage of learning.

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The provision is good

The childminder has high expectations for children's behaviour and is consistent in the way she promotes this. She encourages children to explore the impact that kind actions and polite behaviour have on others through discussions and role modelling these positive behaviours herself. As a result, children demonstrate impeccable manners towards their friends and adults and display empathy towards others.

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need to do better?

n The childminder understands the impact children's emotional development and well-being has on their future learning. She provides children with reassurance, encouragement and an abundance of praise for their efforts and achievements. As a result, children are confident and demonstrate focus and determination during activities. This positive attitude to learning prepares children well for their transition to school. n Parents provide positive feedback about the childminder and the care she provides. They comment on the very close relationships the childminder forms with children. They acknowledge how her focus on developing children's emotional well-being enables them to settle well and enjoy the time they spend in her care. n Children's mathematical learning is embedded in every aspect of the childminder's practice in age-appropriate ways. The childminder encourages young children to identify shapes and significant numbers in the environment.

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need to do better?

Older children are supported to solve simple mathematical problems during play. For example, during a colour sorting activity, some children count out dinosaur figures into bowls while others add the quantities together. n The childminder develops strong partnerships with other settings children attend. She shares information about children's learning and the time they spend in her care. When children transition to other settings, the childminder has robust processes in place to support them to settle well. She instigates visits and

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need to do better?

13 May 2025 meetings where children get to explore their new environment and the childminder can share essential information around children's learning, interests and personalities. n Children enjoy interactive story sessions, where the childminder encourages them to use props to complement her narrative. For example, when exploring a toy medical set, children are curious about what the various instruments are. The childminder is swift to introduce a story and encourage children to demonstrate their uses. Stories about children's favourite characters as well as factual books based on their interests are freely available for children to explore. This supports children to become engrossed in stories and develop early literacy skills. n The childminder completes all essential assessments and shares her findings with parents and other professionals involved in children's learning. In some instances, however, the childminder's ongoing monitoring of children's

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need to do better?

development does not support her to identify realistic next steps that build on what children already know and can do. n The childminder seeks regular feedback from parents and other professionals. She uses this to evaluate the care she provides and ensure that her service continues to meet the changing needs of all families. However, the childminder does not demonstrate the same robust consideration when evaluating her own skills and accessing additional training programmes to enhance her teaching.

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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 embrace training opportunities to further develop her knowledge and skills and provide exceptional learning experiences for children n develop more robust methods of monitoring children's progress that will allow her to provide parents with precise information and ideas on how to further support children's learning at home.

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Setting details

Unique reference number 129778 Local authority Hertfordshire Inspection number 10363884 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 14 Date of previous inspection 15 January 2019

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Information about this early years setting

The childminder registered in 2000 and lives in Kings Langley. She operates all year round, from 7am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides government funded places for all eligible children.

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Inspection activities

n The inspector considered the views of parents by reviewing feedback letters. n The inspector looked at a selection of relevant documents. n The inspector observed the interactions between the childminder and the children during activities and observed the quality of teaching. n The inspector and the childminder completed a joint observation of an activity to assess the impact of her teaching on the children's learning. n The inspector and the childminder discussed how the childminder organises her setting and plans the curriculum and experiences for the children. 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

13 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

13 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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