Childminder 2726778

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

Children feel safe and secure in this homely environment. This is observed well in the nurturing bonds they form with their childminder and the close relationships they develop with one another. For example, older children show concern for babies, supporting them in play and soothing them when unsettled.

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The provision is good

The childminder creates an interesting environment where children confidently explore age-appropriate activities that support their learning and development. Indoors, children explore mathematical topics, such as shape, colour and patterns, while completing puzzles and threading beads. The outdoor space provides children with areas to run about and explore as well as play equipment to develop their physical strength and coordination.

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The provision is good

Children practise their language skills with confidence, repeating the new vocabulary that the childminder role models. Babies babble with enthusiasm, mimicking the 'dab, dab' sound of their brushes in glue. Older children explore the meanings of new words such as 'overcast' when describing the cloudy sky that they observe.

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The provision is good

The childminder supports children's appropriate behaviours well and in age- appropriate ways. Babies are reminded to use 'kind hands' during interactions. Older children are consistently supported to understand the need to take turns and consider others during play.

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need to do better?

n Children of all ages have a love of exploring books that supports their early literacy skills. The childminder engages them in enthusiastic and exciting story sessions where children mimic the noises of the jungle animals and explore their different habitats in detail. Books are freely available throughout all areas of the childminder's home for children to explore independently or as a group. n The childminder observes children closely in play, identifying new skills and developing ideas on how to extend children's learning around this. For example, the childminder observes babies posting objects and attempting to unscrew lids. She explains how she will extend this in future activities to further promote coordination and fine motor skills. However, this same focus on children's individual needs is not always observed during group activities. On occasion, the childminder does not adapt her teaching and planning to consider the different

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need to do better?

ages of children involved. n Children are independent because the childminder encourages them to complete age-appropriate tasks throughout the day. Babies tidy away resources, placing them in boxes to much praise from the childminder. Older children confidently

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need to do better?

26 August 2025 organise everyone's shoes safely and manage essential hygiene routines with minimal help. This supports children's understanding of the routines they will experience at school. n The childminder monitors children's learning closely. This gives her a good insight into children's strengths and areas to further support their development. She uses this information to inform her planning. For example, she attends various group sessions to encourage turn-taking and cooperative play in children. However, at times, her planning can be rather rigid and does not always consider the changing interests and current fascinations of children. n Children are curious and competent problem solvers. The childminder seizes opportunities to ask children questions and encourages them to explore all aspects of their play. For example, during a role play activity where children create outfits for characters, the childminder encourages them to explore which

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need to do better?

uniforms reflect different professions. n Mealtime procedures are well organised. As with many of the childminder's routines, they prepare children well for the next stage of learning. Children use cutlery confidently and sit at the table, understanding how this keeps them safe. Healthy fruits and sandwiches are served in lunch boxes so that children can practise opening containers and packets prior to starting school. n The childminder is committed to enhancing her skills and knowledge. She completes additional training courses to keep her knowledge up to date. The childminder seeks regular feedback from parents and other professionals and uses her findings to inform future practice. n Partnerships with parents are strong and supportive. Parents comment on how the childminder's communication is robust and keeps them informed about children's time in her care and the progress they make. They acknowledge the

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need to do better?

close and nurturing bonds the childminder has with children and how this supports them to settle well and enjoy the time in her care.

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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 ensure that activities and teaching methods are consistently adapted to consider the varied abilities of all children and supports them to remain engaged in purposeful play n adopt a more flexible approach to teaching and planning that better considers and responds to children's changing interests.

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Setting details

Unique reference number 2726778 Local authority Hertfordshire Inspection number 10398278 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 Not applicable

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Information about this early years setting

The childminder registered in 2023. She operates all year round, from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a relevant level 3 qualification. She provides the 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 sample of relevant documents. n The inspector observed the interactions between the childminder and the children during activities. n The inspector observed the quality of teaching to assess the impact on children's learning. n The inspector and the childminder completed a joint observation of an activity to assess the quality of teaching. n The inspector held discussions with the childminder about the monitoring of learning and development in the setting and tracked the progress of children.

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Inspection activities

26 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

26 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

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

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