Childminder 123738

Overall effectiveness Outstanding

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

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The provision is outstanding

Children are welcomed warmly into this inspiring setting. They demonstrate that they feel truly valued and included and have a strong sense of belonging at 'Aunty Wendy's house'. This is because the childminder places children's individual needs at the heart of practice, ensuring that every child feels welcomed and understood. Babies are content and seek cuddles and reassurance.

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The provision is outstanding

From the outset, the childminder forms strong relationships with the families of children in her care. She develops clear starting points and secure attachments, which enable children to feel safe and learn. The childminder skilfully plans experiences around children's interests, creating meaningful opportunities for play and learning that inspire curiosity and joy. As a result, children flourish in an inclusive, nurturing environment where they are supported to thrive in every aspect of their development.

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The provision is outstanding

The childminder has a broad and balanced curriculum that takes all of the children's needs into account. She is passionate about children developing positive attitudes towards learning and uses exciting activities that spark curiosity and motivate children to learn. For example, the childminder plans experiments where children can explore toy animals that are trapped in ice and work cooperatively to solve the problem and get them out. Children are developing incredibly positive attitudes towards their learning and are fully prepared for future learning when they move on to school.

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need to do better?

n Children benefit from well-developed routines and embedded boundaries. They demonstrate kindness, and a culture of respect is fostered. Children form strong friendships with each other. Their behaviour and caring nature towards their friends is exemplary. For example, children want to cuddle each other when they wake up from naps, hold hands and play together. Children receive clear explanations for behaviour. This helps them to develop confidence. From hanging up their own coats on arrival to completing self-registration and washing their hands before snack, independence is continually encouraged and celebrated. n The environment is superbly organised and immaculately maintained. It represents the children exceptionally well and is a highlight of the provision. Every area has been carefully planned to support all ages, stages of development and areas of learning. Children have plenty of opportunity to

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need to do better?

develop their physical skills as they choose resources to design an obstacle course for their friends in the garden. They demonstrate skill as they negotiate space and manoeuvre balance bikes around cones.

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need to do better?

23 September 2025 n All children, including those with special educational needs and/or disabilities (SEND), make excellent progress. The childminder uses her expert skills to quickly identify gaps in learning and provide targeted support. She works closely with other professionals and goes above and beyond to ensure that children receive the help they need. Strong links with local schools mean she shares detailed information to support highly effective transitions, helping children move on to the next stage of education with ease. n The childminder places a strong focus on promoting children's communication and language. She models language effectively, supporting babies to use single words and naming body parts through songs such as 'Head, Shoulders, Knees and Toes'. Older children enjoy favourite stories and talk confidently about animals on the farm, building vocabulary and becoming confident communicators. Interactions are of consistently high quality. The childminder

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need to do better?

skilfully questions children to extend their thinking and introduce new words. Early mathematical concepts are also embedded, for example learning to recognise amounts without counting and modelling how to count ducks from a story accurately. As a result, children develop strong communication, language and early mathematical skills. n Partnerships with parents are a significant strength of the setting. Parents speak very highly of the care and education that the childminder provides. They highlight her warmth, understanding and commitment to meeting each child's individual needs. Parents are pleased with her advice and guidance and see this setting as an extension of their families. They describe the environment as exceptional and supporting children's social development, independence and confidence. Parents report that their children make excellent progress and that they notice their respect and politeness at home. The childminder communicates

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need to do better?

effectively and gives feedback to ensure that parents are well informed about children's health, well-being and progress. n The childminder is dedicated and passionate about her role. She has a wealth of knowledge and experience, which is strengthened by her commitment to ongoing professional development. The childminder ensures that training opportunities have a positive impact on her practice and uses her learning to continually improve outcomes for children. Training on how best to support children with SEND has equipped her with effective strategies and systems to provide tailored support for children who require it. The childminder also invests time in supporting her assistants, sharing knowledge and guiding their practice so that the whole team provides consistent, high-quality care and education.

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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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Setting details

Unique reference number 123738 Local authority Hertfordshire Inspection number 10398857 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 12 Number of children on roll 12 Date of previous inspection 12 November 2019

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Information about this early years setting

The childminder registered in 1999 and lives in Bishop's Stortford. She operates during term time only from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder works with an assistant when needed. She holds an appropriate qualification at level 3. The childminder provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The childminder showed the inspector the premises and discussed how she ensures that they are safe and suitable. n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for her early years foundation stage curriculum. n The childminder spoke to the inspector about the children's learning and development, with a particular focus on communication and language. n The children communicated with the inspector during the inspection. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this is having on the children's learning. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

23 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

23 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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