Childminder EY298450

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

Children and babies settle quickly in the childminder's care. They move around, finding toys and resources that interest them. The childminder knows when to join in and extend the play and exploration through encouragement and modelling ideas. For example, babies enjoy placing objects into different baskets and boxes. The childminder taps the side of the baskets, enticing babies to peer inside to see what they can find. The childminder narrates what babies see, feel and hear. This contributes to the foundations of the evolving communication and language development babies build on.

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The provision is good

The childminder provides a calm and nurturing environment in which children play and learn. She expertly identifies changes in children's reactions and moods. For example, when babies seem less confident in the presence of unfamiliar adults, she gently reassures them. Babies snuggle on her lap and seek comfort before they resume their play. Children are not rushed, helping them find a natural end to their play and investigations. The childminder supports children to express their feelings. This helps them to begin to manage how they feel and respond in a positive way, contributing to children's good behaviour and positive attitudes towards learning.

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need to do better?

n The childminder makes good use of organised groups and open spaces. She identifies how each group supports children's continued learning, contributing to her curriculum plans. For example, the childminder takes children to groups that encourage messy play and exploration. This gives children a greater variety of resources, experiences and more social interactions with a wider age range of children. Opportunities such as these contribute to children's personal development and creativity. n The childminder does not rush children. For example, she gives babies spoons at mealtimes to help them begin to practise manoeuvring the spoon to their mouths. When they wake from a sleep, the childminder sits quietly with babies, allowing them time to choose when they are ready to play and learn again. This contributes to the calm environment the childminder promotes. n Children develop their independent thinking skills. From a very young age,

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need to do better?

babies work out how to remove and attempt to return shapes from simple puzzles. They are curious to see the pictures hidden under the shapes and listen to the childminder's descriptions. Through repetition, babies become competent in their newly acquired skills, helping to demonstrate their desire to have a go and succeed in their learning. n Partnerships with parents are good. The childminder uses a variety of ways to ensure parents know what their children have been doing and about the care they have received throughout the day. When parents seek advice about

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need to do better?

8 September 2025 parenting challenges they might face, the childminder takes time to offer advice, including signposting to other professionals to help support them. In turn, children's well-being is supported. n The childminder embraces continued professional development opportunities. For example, she joins group webinars, short courses and workshops to help strengthen her practice. She reflects on the new information and strategies that she adapts for her setting, such as introducing new ideas to help promote children's positive behaviour. Local childminders meet together in organised groups to share best practice. External professionals visit the groups, helping the childminder stay up to date with any changes in national and local procedures and requirements. This contributes to the consistently good-quality care and education the childminder provides. n Before children start in her care, the childminder gathers information from

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need to do better?

parents about home routines, children's likes and any key medical information needed to keep children safe and healthy. This helps the childminder provide familiar routines and techniques to help provide a secure environment in which babies and children quickly settle. The childminder does not always, however, gather sufficiently detailed information about what children already know and understand to help her more rapidly identify children's starting points. As a result, there is sometimes a short delay in delivering bespoke teaching to quickly optimise learning.

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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 gather even more detailed information from parents to help identify children's starting points right from the start.

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Setting details

Unique reference number EY298450 Local authority Hertfordshire Inspection number 10398746 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 3 Date of previous inspection 7 November 2019

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Information about this early years setting

The childminder registered in 2005 and lives in Hemel Hempstead. She operates all year round, from 8am to 5pm, Monday to Thursday, except for bank holidays and family holidays. The childminder is registered to provide government-funded early education places for all eligible children.

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Inspection activities

n The inspector observed activities in the childminder's home. She spoke to the childminder and interacted with children at appropriate times throughout the inspection. n The childminder described her curriculum used for babies and children and how this links with their preparation for nursery and school. n The inspector viewed a range of documents, including the evidence of the suitability of household members and examples of statutory progress checks she has completed. n The inspector held discussions with the childminder about how she adapts her provision for different ages of babies and children and took the childminder's examples into consideration. n The inspector read letters and references from parents about the care and education given by the childminder.

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Inspection activities

8 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

8 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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