Childminder EY439024

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 thrive in the childminder's care. The childminder creates a calm, stimulating and relaxed environment where children make excellent progress. Children settle in quickly, and their individual needs are highly valued. For example, the childminder prints photographs of children's homes and displays them on wooden blocks. This helps create a familiar environment and builds trusting and strong relationships. The childminder has high expectations of all children, including those with special educational needs and/or disabilities. Children's behaviour and attitude towards learning is exceptional. Children make decisions during their play, and the childminder carefully guides play. This helps develop children's thinking skills. For example, children narrate stories while playing with small-world animals or explore how cars roll down ramps. Children say, 'That was fastest, the yellow car was first, the blue car was second.' The childminder listens

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The provision is outstanding

intently and responds, saying, 'Who came third? How can you make them travel faster?' Children become deeply engaged and learning is meaningful, with elements of mathematics and science learning.

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The provision is outstanding

Children's emotional well-being is very well supported. The childminder teaches young children to regulate their emotions through singing and modelling breathing techniques. This helps them to develop an early understanding of a range of emotions and develop resilience. Older children describe this setting as 'a place where feelings can be shared and valued'. Children learn to cooperate with others during play as the childminder models problem-solving. When babies knock towers down, the childminder encourages them to rebuild them. Gentle suggestions by the childminder help develop children's creativity and imagination. The childminder is flexible and adapts her expectations for children and babies. For example, when a baby loses concentration in an activity, the childminder encourages them to continue to play close by. Therefore, children can learn new skills and develop their knowledge at a challenging pace that is right for them.

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need to do better?

n The carefully planned curriculum is sequenced so children can build on existing knowledge and skills. For example, children hide random numbers under wooden blocks and count to five. The childminder notices that children need support with recognising numbers and explains how she will teach this skill. Rapid progress is seen as children number the trucks correctly. n There is a healthy balance of child-initiated and adult-guided learning. Adult-led activities are fast-paced, and children maintain interest throughout. The childminder skilfully uses body language, eye contact and tone of voice to engage children's curiosity. For example, children use their senses to explore real-life objects linked to a familiar storybook, 'We're Going on a Bear Hunt'.

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need to do better?

12 September 2025 They excitedly touch, smell, feel and describe grass, fur and flowers. The childminder supports language development through repetition and suggestions of powerful vocabulary. Children then use these words in their play and in context. n The childminder's expert knowledge thoroughly underpins all that she does to educate children. When reading stories, the childminder is precise in her choice of questions. This means children think critically and draw on personal experiences. As a result, children are developing a deep love of reading that is essential for gaining literacy skills. n The childminder works tirelessly to carefully plan and choose resources that capture children's interests. For example, they place paintbrushes in sand with trucks so the children can enthusiastically brush them clean and draw letters in the sand. This helps children develop upper-limb strength in preparation for

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need to do better?

writing. These skills help prepare children for school. n The childminder uses every moment as a time to learn, such as routines. For example, children are highly motivated to tidy up as they carefully bring their plates to the wash station. The childminder praises specific achievements that are unique to each child. Children persevere to complete tasks for themselves at a very young age. For example, toddlers say, 'I did it wiggle and push,' when they have managed to put their shoes on. This helps teach positive learning behaviours that prepare them for later life. n Partnerships with parents are very strong and long-lasting. Parents describe the childminder as 'nurturing, knowledgeable and supportive'. Parents say communication is brilliant and that the childminder deals with issues in a timely and sensitive manner. They say they have 'struck gold'. This creates a family feel to the setting, and children feel a strong sense of belonging.

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need to do better?

n Children have plenty of time outside and enjoy an exceptionally wide range of exciting trips, including to the local care home, woods, farm and playgroup. This means children interact with a wide range of people from different cultures, which helps to develop their confidence. Children access the outdoors every day and understand healthy lifestyles. n The childminder is extremely dedicated to developing her own skills and knowledge. She keenly identifies training opportunities that benefit children in her care. For example, attending a neuroscience course provides strategies that support children's emotional regulation. She is highly reflective, implementing practice in a way that suits the children in her care.

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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 EY439024 Local authority Hertfordshire Inspection number 10399296 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 8 Date of previous inspection 26 November 2019

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Information about this early years setting

The childminder registered in 2011 and lives in Stevenage. She operates from 7am to 5.30pm, Monday to Friday, during term time only. The childminder holds qualified teacher status.

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Inspection activities

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 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 The inspector observed the interactions between the childminder and the children. n Parents shared their views of the setting with the inspector.

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Inspection activities

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 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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