Childminder 2733833

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

The childminder provides a home-from-home environment where children have settled well. She places importance on gathering information to plan children's learning effectively. Children form secure relationships with the childminder and her assistant, engaging in chosen play. For example, children explore minibeasts and insects, using magnifying glasses. They look closely at what they look like and learn new words to develop their knowledge. This helps children to understand the world around them and become confident communicators.

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The provision is good

The childminder enthusiastically reads to children and brings stories to life. This helps children to develop a love for reading and motivates their play. For example, children hold books together as they read aloud to one another and use their fingers to point at pictures. The childminder role models 'tidy-up time', and children know where toys and resources belong. Overall, they develop high levels of engagement when carrying out tasks and take pride in their abilities. The childminder supports children to become independent learners. The childminder has high expectation of children's behaviour. Children demonstrate how to wash their hands to clean germs away. This ensures children develop a 'can-do' attitude and practise essential self-care skills.

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need to do better?

n The childminder has a good understanding of child development and provides a broad and balanced curriculum. She gathers information from parents to ensure she identifies children's starting points. Children benefit from a wide range of resources to support their learning. The childminder assesses children's development on an ongoing basis. This helps children to achieve their next steps in learning. n The childminder is a positive role model. She has high expectations for children's behaviour. She teaches children to be kind to one another and turn take from an early age. Children ask one another for resources and kindly wait their turn to play. Children develop an understanding of the needs of others and happily play alongside one another. n The childminder promotes communication and language. She listens to children as they express their ideas. She ensures that children hear a vast array of new words in their learning. For example, when children talk about a caterpillar's

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need to do better?

transformation, they learn about the 'chrysalis' stage. This helps children make connections in their learning and learn about life cycles. n Overall, the childminder supports children to make transitions in the daily routine. The childminder prepares children with what is next throughout the day. However, some parts of the daily routine are not organised effectively to sustain children's engagement. For example, children lose focus between changes in

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need to do better?

1 September 2025 activities. Children can wait for a period of time and become disengaged in their learning. n The childminder provides experiences to help children develop an understanding of shapes and colours. She takes into account children's likes and interests as she plans for their learning. Children like to explore puzzles and how to fit these into spaces. The childminder discusses ways children can problem solve and actively participates to give children praise. Children enjoy carrying out tasks and testing their ideas. n Partnerships with parents are a strength. They share that the childminder's attention to care highlights the progress their children make in their development. Parents report that communication is excellent, and they make recommendations to the wider community. Furthermore, this helps build their confidence and them feel included in their child's journey. n The childminder prioritises her professional development. She ensures she keeps

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need to do better?

up to date and relevant with new guidance and training. The childminder regularly evaluates her practice to identify areas of development. She is keen to build on her current knowledge and skills to enhance the quality of her provision. She prioritises her professional development to improve learning outcomes for children.

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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 review the organisation of transitions to strengthen routines and better support children's engagement in their play and learning.

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Setting details

Unique reference number 2733833 Local authority Hertfordshire Inspection number 10399527 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 10 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2023 and lives in Hoddesdon. The childminder operates her practice from Monday to Friday, 7.30am to 5.30pm, all year round, except for bank holidays and family holidays. She holds a relevant qualification at level 2.

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Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure that they are safe and suitable. n Children spoke with the inspector during the inspection. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The childminder provided the inspector with a sample of key documentation on request. n Parents shared their views of the setting with the inspector.

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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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