Childminder EY311294

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Outstanding

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The provision is good

The childminder creates an exciting home-from-home environment where children thrive. She works closely with other childminders and assistants to plan engaging learning experiences that are based on children's interests and learning needs. Children independently select activities and resources that are well organised and age-appropriate. In the self-contained cabin, children complete puzzles and role play activities. The childminder and assistants are on hand to promote their individual learning. For example, during a farm role play activity the childminder encourages children to explore the different animals, their size and sounds they make. This supports children's mathematical and language development. In the well-organised garden area, children enjoy growing vegetables and exploring the outdoor kitchen and playhouse. For example, children create their own ice-cream parlour, where they play cooperatively with their friends creating delicious pretend

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The provision is good

Children form close attachments to the childminder and her assistants. They are confident and demonstrate that they feel safe and secure in their care. The childminder supports these behaviours by establishing clear routines that children follow well. For example, when children hear their tidy up song, they immediately work together to put away toys and prepare for their group time.

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need to do better?

n Parents are complimentary about the care their children receive. They particularly value the close relationships children have with the nurturing childminder and her assistants. The childminder encourages close links between families and her setting and promotes a collaborative approach to children's learning. For example, children look forward to taking home the setting teddy bear. They document its time in their home and share the experience with their friends during group time. n The childminder and her assistants work well together supporting the changing needs of all children in their care. They are swift to identify children's changing moods and work seamlessly alongside one another to accommodate children's needs. For example, they adopt a flexible approach to the day, ensuring children's learning is not interrupted and allows them to fully explore their ideas in play. n The childminder is committed to enhancing the care and support she provides

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need to do better?

for children and families. She regularly evaluates feedback from parents, children and other professionals and embraces her findings to make well considered changes to her practice. For example, she has recently acquired an allotment to further support children's physical development and promote their understanding of healthy eating and nature.

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need to do better?

1 September 2025 n The childminder supports the practice of assistants well. All essential training is completed in a timely manner, and she conducts supervisions and plans regular team meetings to identify areas for professional development. As a result, assistants are well qualified and the quality of their teaching and interactions with children are strong. n Children demonstrate strong language skills and display a wide vocabulary. The childminder supports this well by providing many opportunities for children to practise these skills throughout the day. During group discussions, children explore pictures of their friends at the beach and recall their own holiday experiences. On occasion, these interesting and meaningful discussions are dominated by individual children. As a result, not all children have the opportunity to further develop their confidence in the larger group activities that they will experience in their next stage of learning.

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need to do better?

n The childminder monitors children's learning closely. She shares her precise knowledge of children's progress with parents verbally, in writing and via an online diary system. The childminder communicates children's abilities and levels of progress with other settings children attend and when supporting children's move to school. This collaborative approach supports children to make strong and consistent progress from their starting points. n Children are encouraged to take on age-appropriate responsibilities in the setting such as the daily 'helping hands' role. This promotes their self-confidence and develops children's understanding of being kind, helpful and appreciative of others. Children confidently serve themselves food at mealtimes and pour their own drinks throughout the day to further support their growing independence.

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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 enhance the organisation and structure of group activities supporting all children to develop the confidence to fully engage in discussions.

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Setting details

Unique reference number EY311294 Local authority Hertfordshire Inspection number 10399571 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 18 Number of children on roll 20 Date of previous inspection 5 December 2019

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Information about this early years setting

The childminder registered in 2005 and lives in Stevenage. She operates all year round, from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder works with a co-childminder and employs assistants. The childminder 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 including essential training for the childminder and assistants. n The inspector observed the interactions between the childminder, her co- childminder, assistants and children during activities. n The inspector observed the quality of teaching to assess the impact on children's learning. n The inspector and 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

1 September 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

1 September 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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