Davies Lucy

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 that they are happy and feel comfortable in the care of the calm and nurturing childminder. They warmly welcome their friends as they arrive with squeals of excitement. The childminder visits children in their own home prior to attending. This helps children to build early bonds with her, and they swiftly settle. The childminder gathers a wealth of information from parents about their children from the outset. She uses this well to contribute to her early planning for each child where she values their uniqueness. The childminder skilfully empowers children to share solutions to problems with their friends. For example, how to connect different lengths of curved train tracks to create a circle. This helps to increase children's self-esteem and extend their friends knowledge and skills.

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The provision is good

The childminder is a positive role model. She consistently uses good manners when speaking with children and provides them with sensitive reminders to do the same. The childminder introduces children to mathematical concepts, such as measurement and quantities. She encourages children to count how many scoops of bird seed they add to the feeder and shows them how the baby caterpillars they are caring for have grown. The childminder fosters children's love of books. She reads them their favourite stories with great animation which immediately captures their attention. Frequent pauses encourage children to practice their language skills as they describe what they see on the pages. They also learn about story sequencing. Children are independent. They confidently manage their own personal needs, such as wiping their nose at the snuffle station and follow a good hygiene routine.

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need to do better?

n The childminder knows the children that she cares for very well and sets clear goals for what she wants them to achieve. She implements many inviting activities that help children to build on what they know and can do through their individual interests. The childminder displays photos of children's achievements and past experiences. Her effective use of questions motivates children to recall and talk about what they have done. This helps to embed knowledge. n Parents are extremely happy with the care that the childminder provides. They appreciate how the childminder prioritises their child's safety and happiness and how she makes each day an enriching experience. There is a strong two-way flow of information between the childminder and parents, which positively informs the childminder's curriculum. This enables her to build on children's home experiences and ensures parents are well-informed about their children's

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need to do better?

good progress. However, the childminder is not as successful in developing working partnerships with other settings that children attend to fully support their continuity of learning.

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need to do better?

10 June 2025 n Children benefit from daily opportunities to be physically active outdoors whatever the weather. In addition to access to the childminder's garden they visit local parks and woodland areas where they build strength and stamina. Children confidently use large apparatus and learn to assess risks under the close supervision of the childminder as they run freely on different terrains and swing on low tree branches. The childminder supports children to develop a secure understanding of the importance of good oral health. Children confidently brush their teeth following lunch. n Children's behaviour is good and appropriate to their stage of development. They show respect for others as they patiently remain sitting at the table for all their friends to finish eating their nutritious main course before indulging in a selection of fruits. The childminder provides children with time to try and resolve

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need to do better?

minor disagreements independently. Overall, her interactions with children support them to understand the importance of sharing resources and taking turns. At times, the childminder does not always make strong use of daily occurrences to help children think about how they and others are feeling. For instance, when they are reluctant to share a popular trike or make space for others to sit on the sofa. This does not help children to form the foundations to regulate their own emotions. n The childminder is committed to continuing to develop her knowledge and skills. She completes a wealth of training and regularly meets with other local childminders. This enables her to share her knowledge and gain new ideas. As a result of recent training the childminder has an increased understanding of implementing a rich range of everyday items within children's play to stimulate their imagination and develop their awareness of the importance of

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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 build on partnerships with other settings that children attend to support continuity in children's learning and development n make best use of situations that arise to help children to learn how to self- regulate their emotions.

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Setting details

Unique reference number EY265828 Local authority Hertfordshire Inspection number 10311614 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 9 Date of previous inspection 18 September 2019

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Information about this early years setting

The childminder registered in 2003 and lives in St Albans. She operates from 7am until 5.30pm, Monday to Thursday, all year round, except for bank holidays and family holidays. The childminder holds an appropriate childcare qualification at level 5. She provides government funded early years education for all eligible children.

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Inspection activities

n The inspector observed the quality of teaching during activities indoors and outdoors and assessed the impact this has on children's learning. n The inspector held a number of discussions with the childminder and children at appropriate times during the inspection. n The childminder carried out a joint evaluation of an activity with the inspector, and they discussed their findings. n The childminder provided the inspector with a sample of key documentation on request. n The inspector took account of the views of parents through written feedback provided.

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Inspection activities

10 June 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

10 June 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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