Heather Loretta Anne

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 enjoy the time they spend with the childminder. They happily find the resources that they like or that interest them. Children enthusiastically join in the activities the childminder carefully prepares for them as part of a sequenced and clear curriculum. They concentrate for long periods of time, helping to provide opportunities to build on what they already know and understand. For example, they use magnetic fishing rods to find sea creatures in the tough tray. The childminder tells them what they have found. Children scoop rice from the seascape and watch what happens when it falls through holes in a sieve. Very young children feel the different textures in the tray, while slightly older children recall the creatures and objects they find.

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The provision is good

Children develop positive attitudes towards learning. They listen to the childminder's simple but clear explanations and questions, helping them build their own vocabularies and understanding. The childminder has high expectations of children's behaviours and attitudes. She recognises why minor disputes between children arise and intervenes with age-appropriate solutions. For example, she quickly finds additional resources for children when it is time to give a toy to another child. As a result, children quickly resume their play and learning.

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need to do better?

n The childminder provides a good balance between adult-led and children's self- chosen play and activities. She incorporates themes that stem from children's interests, such as animals. This helps to trigger further learning. As a result, children make good progress. n The childminder makes good use of the local environment, organised groups and attractions to help provide memorable experiences for children. She identifies how outings support children's learning, which is reflected in her assessments of children's progress. For example, children see the animals they have talked about with the childminder. They regularly mix with other children and their childminders, helping them build on their personal and social development. n Partnerships with parents are good. The childminder finds out information to help her provide routines similar to those from home, helping children feel happy and secure. The childminder shares information about what children have been

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need to do better?

doing and about the areas of learning she is focusing on. As a result, parents are able to support children's continued good progress at home. n From a young age, children learn skills to help them develop their independence in self-care tasks before they move on to nursery or school. For example, before they sit down to eat, children wash their hands. This contributes to the positive attitudes children acquire towards good hygiene and healthy lifestyles. Children sit together with the childminder while they eat their snacks and meals. The

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need to do better?

3 June 2025 childminder talks to them about the different kinds of food they have, helping them begin to learn about the nutrients their bodies need. n The childminder knows the children well. She adds to her resources to ensure that children build on their knowledge. For example, she introduces shape sorters that contain more complex shapes, helping to challenge children's awareness of shape, space and position. n The childminder is motivated to continue to develop her own professional knowledge. She regularly undertakes short courses to enhance her skills and to refresh her knowledge for important aspects, such as safeguarding. The childminder works closely with other local childminders. They share ideas and plan activities together to help enhance children's learning. The local authority sends updates and key information that is relevant for the childminder's provision, helping her identify any changes in statutory requirements that she

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need to do better?

needs to follow. However, the childminder has not found further professional development opportunities to support her implementation of the most effective strategies for children that help them understand about their emotions and the impact of their actions. n The enthusiastic childminder is keen to help children achieve and learn. Occasionally, she does not give children sufficient time to work out how to do things for themselves or to think of different ways of reaching a solution that develop their thinking skills and creativity.

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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.

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should:

n seek further professional development opportunities to help develop more strategies to support children's awareness of emotions and their actions in the most effective way n give children even more time to solve problems and find different ways of doing things for themselves.

p.3

Setting details

Unique reference number 129619 Local authority Hertfordshire Inspection number 10394694 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 4 Date of previous inspection 20 September 2019

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Information about this early years setting

The childminder registered in 1996 and lives in Hemel Hempstead. She operates all year round, from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an early years qualification at level 3. She provides funded early education for all eligible children.

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Inspection activities

n The childminder described her curriculum and routines to the inspector. n The inspector discussed the quality of teaching she observed with the childminder. n The inspector observed activities in the home and spoke to the childminder and the children at appropriate times throughout the inspection. n The inspector viewed documents, including evidence of the suitability of household members, training records and examples of forms sent to parents. n The inspector read feedback sent by parents. She took their views into consideration.

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Inspection activities

3 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

3 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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