Childminder EY448454

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 creates a joyful and nurturing environment, where children feel valued, secure and engaged. Her careful planning, sensitive interactions and ability to adapt activities to children's interests enable children to make good progress in their learning and development. The childminder plans purposeful activities to promote children's communication skills. She links books, sensory resources and hands-on play to extend children's vocabulary and understanding. For example, during a sea-themed activity, children explore pretend starfish, whale toys and real shells. The childminder models descriptive language, using words such as 'spiky' and 'smooth' as children run their fingers over shells. The childminder asks questions to promote children's observation and thinking skills. Children repeat and use new words in context. They demonstrate that they are absorbing and applying new language through their play.

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The provision is good

Children behave well. The childminder promotes positive social development. From an early age, children learn how to take turns, share and engage with their peers. This helps them to form good relationships. The childminder provides strong support for children who speak English as an additional language. She learns key words in children's home languages and greets them accordingly. This helps children to feel valued and included. The childminder supports children to have a sense of belonging in the setting. For example, she displays a register with children's photos, which children use to identify themselves and recognise their peers.

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need to do better?

n The childminder implements a robust settling-in process. This begins with initial visits and informal meetings to build relationships with families. The childminder captures key information from parents and carers to help her to understand the unique needs of each child. Children are gradually introduced to the setting and experience all routines, such as sleeps and mealtimes, before they start, to help with a smooth transition. n The childminder provides a well-planned and sequenced curriculum and knows children very well. She identifies precise next steps for each child and plans learning experiences that help them work towards these goals. For example, the childminder weaves books throughout the curriculum and links these to activities to help children to build on their communication and language. The childminder narrates children's play and repeats words from books. However, on occasion, she provides a high volume of narration, which can sometimes limit children's

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need to do better?

time to process information. n Children thoroughly enjoy a wide range of regular trips in the local community, including playgroups, soft-play centres, parks and woodland walks. The

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need to do better?

12 September 2025 childminder understands the value these experiences provide for children. Children socialise with peers of different ages, develop confidence and fully enhance their understanding of the world around them. This helps children to be fully prepared for the next stages of their education. n The childminder actively supports children's early numeracy through practical and hands-on experiences. During a pretend fishing activity, children count whales in a book and identify the number of legs on an octopus. The childminder models counting and encourages children to apply it to resources and play experiences. This helps children to begin to understand number concepts. n Children are familiar with routines. They look forward to mealtimes and enjoy a range of healthy nutritious food. Children feed themselves competently, demonstrating their emerging self-care skills. However, the childminder does not

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need to do better?

consistently encourage children to have a go at washing their own hands before carrying out these tasks for them. This sometimes limits opportunities for children to further develop their independence in personal care. n The childminder maintains strong partnerships with parents to support children's learning and development. She holds regular discussions with parents about their children's progress. The childminder provides ideas and resources to extend children's learning at home. Parents speak highly of the childminder and value her high skill set, her kindness and the love that she provides to children. n The childminder reflects regularly on her practice. She gathers feedback from parents through questionnaires and daily conversations, and acts on their suggestions to make improvements. The childminder completes a wide range of relevant training, such as neurodiversity in the early years and speech and

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need to do better?

language development. She shows an ambition to continue her professional learning. The childminder remains focused on providing consistently high-quality care that meets the needs of every child.

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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 allow children sufficient time to process information and respond during adult- led activities to further support and consolidate their learning n offer children regular chances to perform tasks for themselves, including handwashing, to help them to build on their practical self-care skills.

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Setting details

Unique reference number EY448454 Local authority Hertfordshire Inspection number 10398298 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 15 Date of previous inspection 14 October 2019

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Information about this early years setting

The childminder registered in 2012 and lives in Hertford. She operates all year round, from 7.30am to 6pm, Tuesday to Friday, except for personal holidays. The childminder holds an appropriate qualification at level 3 and provides government- funded childcare 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 curriculum. n The inspector observed the quality of education being provided and assessed the impact on the 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 from parents. n The inspector looked at relevant documentation, such as evidence of the suitability of the childminder and a selection of other records.

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Inspection activities

12 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

12 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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