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 Met

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The provision is good

Children benefit from a warm, welcoming, and homely environment. They demonstrate they feel safe and ready to learn. Children form secure, trusting relationships with the nurturing childminder, who knows them and their families well. They display a strong sense of belonging and are happy and settled in her care. The childminder offers children cuddles and reassurance throughout the day. This effectively supports their emotional well-being. Children are eager to share their experiences from home, often talking about their pets and family members.

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The provision is good

The childminder provides a wide range of play activities that reflect children's interests and supports their progress across all areas of learning. Children move freely around the childminder's organised home to make independent choices about their play. They join in with group games alongside the childminder, listening attentively to instructions and taking turns. Children display high levels of concentration as they use small rods to catch coloured magnetic fish. The childminder supports children's communication and language skills well. She engages them in meaningful, responsive conversations that extend their vocabulary and understanding. During imaginative role play, children name pretend foods and recall past learning experiences, such as baking cakes and adding sprinkles before taking them home. Children behave well and respond positively to the childminder's calm and consistent approach. They use good manners and announce, 'you're

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The provision is good

welcome' when thanked for tidying away toys.

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need to do better?

n Children make good progress from their starting points because the childminder has a secure understanding of how children learn and develop. She makes regular assessments of what children know and can do and uses this information to plan what they need to learn next. The childminder has a clear vision for the key skills she wants children to develop in preparation for their move to nursery or school. These include building confidence, developing independence, and understanding routines and boundaries. The childminder thoughtfully plans daily play activities to support children to gain these skills, ensuring they are well prepared for the next stage in their education. n The childminder supports children's good health through established care routines. She gently attends to their personal care and reminds children to wash their hands at regular intervals throughout the day. The childminder encourages

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need to do better?

children to eat the savoury items from their lunch box before sweet foods and ensures that they remain hydrated throughout the day. However, the childminder does not consistently explain the reasons behind these everyday routines, to fully support children's understanding of how such practices contribute to a healthy lifestyle.

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need to do better?

26 June 2025 n The childminder has good relationships with reception teachers at the local school because she sometimes takes or collects children from their classroom. However, she is yet to form effective partnerships with professionals from other settings children also attend to regularly share information and promote continuity and consistency in children's learning and development. n The childminder has high expectations for children's behaviour. She gently reminds them of the house rules and routines throughout the day. Children take off their shoes when they arrive and place them on the shelf. They sit at the table to eat their meals and understand that they must not jump on the furniture. n Partnerships with parents are very good. The childminder keeps them informed about their children's time at her setting in a range of ways. She speaks to them at drop off and collection times and uses digital messages to send photographs

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need to do better?

of children's achievements. Parents feel that their children are genuinely at the heart of the childminder's practice and value the nurturing and stimulating environment that she provides. n Children benefit from daily opportunities for fresh air, exercise, and outdoor learning. They enjoy regular walks with the childminder and develop their physical skills and well-being through active play at the local park. The childminder makes good use of her inviting garden to provide purposeful and engaging learning experiences. Children explore mathematical concepts as they fill and empty different-sized containers with water and sand. The childminder builds on their curiosity. She introduces objects that float and sink to help children explore early scientific ideas through hands-on play.

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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.

p.3

should:

n provide children with clear explanations for the reasons behind healthy routines to fully support their understanding of why this contributes to their good health n strengthen partnerships with other settings children attend and share information regularly to promote continuity and consistency in children's learning and development.

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Setting details

Unique reference number 223383 Local authority Herefordshire Inspection number 10391337 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 2 Date of previous inspection 1 August 2019

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Information about this early years setting

The childminder registered in 1991 and lives in Hereford. She operates all year round from 8am to 5pm, Monday to Thursday, except for bank holidays and family holidays. The childminder offers funded early education for children aged from two- to three-years-old.

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Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure it is safe and suitable. n The childminder spoke to the inspector about children's learning and development with a particular focus on communication and language. n The inspector observed the interactions between the childminder and children. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n Parents shared their views of the setting with the inspector.

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Inspection activities

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

26 June 2025 26 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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