Childminder EY342982

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

The childminder demonstrates a strong knowledge of the children in her care. She understands what they know and what they need to learn next. The childminder builds warm nurturing relationships with children, helping them to feel safe and secure. Children separate well from their parents and quickly become engaged in the inviting learning environment. The childminder provides a wide range of resources that support children's exploration and problem-solving. For example, the childminder encourages children to rotate puzzle pieces to fit them correctly, promoting their understanding of shapes and spatial awareness. Activities are well planned to capture children's interests and sustain engagement.

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The provision is good

The childminder builds on children's interests effectively to support learning. Following a recent visit to the zoo, she plans a range of animal-themed activities. Children match toy animals to pictures and are encouraged to count how many animals they can see, supporting early mathematical understanding. The childminder actively supports children's language skills as she names animals, such as 'elephant' and 'zebra,' and encourages children to identify them. She asks children questions about the animals they select, providing praise when they correctly name the animals, which motivates them to explore further animals. These well-planned activities support children's learning and development.

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need to do better?

n The childminder provides a well-planned curriculum that successfully promotes children's independence and social skills in preparation for school. A wide range of activities, such as baking, arts and crafts, and celebrations, including birthday parties, help children to feel valued and included. Learning is further enhanced through trips to playgroups, farms and other places of interest. These help to broaden children's experiences, build their confidence and curiosity and deepen their understanding of the world. n The childminder demonstrates a strong commitment to children's safety. Children are actively encouraged to think about how to keep themselves safe. For example, the childminder uses play traffic lights to support discussions and role play around crossing the road and talks to children about what to do in the event of a fire. The childminder recognises the risks associated with digital technology and supports older children to use this safely by supervising access

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need to do better?

and discussing online safety with them. n Children's independence is built on through everyday routines and activities. During snack time, children are supported to wash their hands, cut fruit with child-safe knives and use cutters to create shapes. This increases their awareness of good hygiene and builds on their fine motor skills. Children enjoy a range of fresh fruits. However, the childminder does not always use these

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need to do better?

20 August 2025 opportunities to extend children's understanding of nutrition and the positive impact of healthy eating. n Children benefit from regular opportunities for physical activity and show great enjoyment when using the well-equipped outdoor area. They confidently bounce on the trampoline and use hula hoops with control. This helps to strengthen their large muscles and develop coordination. n Parents speak highly of the childminder, describing her as an integral part of the family who provides caring and supportive care. They value the regular updates during handovers, which keep them informed of their children's development. Parental involvement is encouraged by providing activities for children to take home. Children are invited to bring items from home for 'show and tell'. They take turns to talk about their items and listen to others, showing high levels of respect. n The childminder encourages imaginative play through role play and dressing-up,

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need to do better?

allowing children to express themselves and explore different scenarios. Children enjoy playing with small-world figures representing families. Occasionally, the childminder moves children on from activities before they have fully explored them. For example, children are sometimes encouraged to leave their play while still engaged, which interrupts their focus and limits opportunities to consolidate learning. n The childminder ensures that mandatory training is up to date and seeks additional opportunities to strengthen her practice. For example, training on enriching outdoor learning has enhanced her provision. She builds strong links with local schools and nurseries, sharing key information to support smooth transitions and continuity of care. The childminder benefits from a supportive network of childminders and professional groups, keeping her knowledge current and ensuring that children receive high-quality learning experiences.

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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 strengthen opportunities for children to deepen their knowledge of the benefits of healthy foods on their bodies n allow children to fully explore activities before moving them on to the next thing to fully maximise learning.

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Setting details

Unique reference number EY342982 Local authority Hertfordshire Inspection number 10398907 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 8 Date of previous inspection 14 November 2019

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Information about this early years setting

The childminder registered in 2006 and lives in Watford. She operates Monday to Friday, from 7.30am to 5.30pm, all year round, apart from personal holidays. 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 the inspector completed a learning walk together of all areas of the setting and discussed the early years foundation stage 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 carried out with the children. n The children communicated with the inspector during the inspection. The inspector took account of written views and spoke to parents about the provision. n The inspector looked at relevant documentation, such as training records and a selection of other records.

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Inspection activities

20 August 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

20 August 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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