Childminder

Childminder

Unique reference number (URN): 129995 Registered with Ofsted: 05/03/1999 Registers: EYR, CCR, VCR

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Strong standard

Children make great progress from their starting points and are gaining the knowledge and skills they need for their next stage of learning. Communication and language are a clear strength. Children listen with keen interest, join in conversations and confidently share their ideas and experiences.

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Achievement Strong standard

Children develop secure early skills in all areas of learning. Early mathematical skills grow through fun, practical activities such as counting fruit during a shopping game. Robust physical skills are built through active play and outdoor learning, such as jumping on a trampoline or walking along a balance beam. Personal, social and emotional development is supported as children manage routines, make friends and learn to work with others.

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Achievement Strong standard

Children with special educational needs and/or disabilities, as well as those facing other challenges, achieve very well alongside their peers. Carefully targeted support and the right resources help them join in, build independence and succeed. Children show growing confidence, resilience and curiosity and are ready for nursery, school and future learning.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has set up clear, calm routines and consistent expectations that children understand. These routines help children feel secure and support positive behaviour all day. Children move smoothly between activities, look after resources and handle self-care tasks, such as dressing and handwashing, with increasing independence.

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Behaviour, attitudes and establishing routines Strong standard

Children have very positive attitudes to learning. They are eager to join in, stay focused and try new things. Working together plays a big part in the childminder's learning intentions for the children. Children take turns, share resources and work together, learning to solve little disagreements with help. For example, when children want the same toy, the childminder helps them talk about it and offers alternatives. She shows children how to use polite language, such as, 'May I have a turn, please?' She also helps them count or swap objects, teaching fairness, patience and cooperation. The childminder demonstrates respectful behaviour through calm explanations and positive guidance.

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Behaviour, attitudes and establishing routines Strong standard

Strong, trusting relationships help children feel confident and behave well. Children ask for help when needed and feel comfortable sharing their thoughts and feelings. Attendance and punctuality are supported through good communication with families, helping children benefit from regular routines and learning experiences.

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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are at the heart of everything the childminder does. She gives warm, caring support in a place where children feel safe, secure and valued. Strong attachments enable children to feel good emotionally and give them the confidence to explore and learn. Healthy routines promote children's physical wellbeing. Children enjoy balanced meals, such as vegetable soup with bread, olives and peppers. Meals are planned for different tastes and allergies, encouraging children to eat well and try different foods. Outdoor play and movement support children to get stronger and more coordinated and build healthy habits. Calm spaces, sensory resources and gentle support help children understand and manage their emotions, building confidence and emotional security. For example, children are wrapped in warm blankets after outdoor play so they can relax, refocus and join in the next activities confidently, building independence, self-control and good relationships.

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Children's welfare and wellbeing Strong standard

Children needing extra support receive flexible care and changes to routines. Parents are closely involved and get clear guidance on routines, wellbeing and how to support their children at home. Because of this, children are emotionally secure, physically active and able to say what they need and feel.

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Curriculum and teaching Strong standard

The curriculum is well planned and ambitious, reflecting children's interests and needs while preparing them extremely well for future learning and development. The childminder has a good understanding of child development and the early years foundation stage. She sets clear priorities that include robust support for children's communication, independence and emotional wellbeing.

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Curriculum and teaching Strong standard

Teaching builds on what children already know and can do. Observations and assessments are used well to plan activities and guide interactions, making sure learning is purposeful and matches each child's stage of development. Children are provided with a pleasing mix of activities led by adults and time to choose what they want to do, with daily routines supporting both learning and independence highly effectively.

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Curriculum and teaching Strong standard

Support for language and early mathematical development is naturally included in play and daily experiences. The childminder extends conversations during stories, play and shared tasks, helping children build vocabulary and confidence in speaking. Counting, comparing and problem-solving are encouraged throughout the day. For example, children count objects in stories, talk about missing items and discuss what is happening. This helps them notice, think and talk about numbers, objects and real-life experiences. Physical development is supported through regular movement, outdoor play and fine motor activities.

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Curriculum and teaching Strong standard

Teaching is flexible and of high quality, so all children can take part and do well.

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Inclusion Strong standard

The childminder creates a welcoming and inclusive environment where every child is known well, valued and supported to join in every day. Children's individual needs are spotted early through careful observation, regular conversations with parents and planned checks on progress. This means any barriers to learning or wellbeing are recognised quickly and handled with care.

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Inclusion Strong standard

Support is carefully adapted so that all children can succeed. Sensory resources, opportunities for movement and access to calm, quiet spaces help children calm down and stay involved. Children with special educational needs and/or disabilities, as well as those facing other challenges, consistently benefit from flexible routines, focused adult support and well-planned adjustments. These help them join in confidently with group activities so that they can play and learn alongside their friends.

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Inclusion Strong standard

The childminder checks on children's progress regularly and changes support when needed. She works closely with parents and gets advice from other professionals if needed. Funding is used well to provide extra resources, such as accessible books and sensory materials. As a result, children develop confidence, independence and positive relationships, feeling included and supported every day.

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Leadership and governance Strong standard

Leadership is strong, thoughtful and focused on giving every child high-quality care and education. The childminder knows the children and families well and uses regular checks to spot strengths, areas to develop and ways to make things better. She changes the setting and activities in response to children's interests, local events and new needs, making sure activities are interesting and relevant.

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Leadership and governance Strong standard

Professional development is used well to improve practice and keep knowledge fresh. Funding is used carefully to add resources and provide extra support where needed most. The childminder checks on attendance, routines and children's progress to make sure everything is consistent for families.

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Leadership and governance Strong standard

Working with parents, other settings and professionals is a big part of the childminder's work and helps children learn and move smoothly between settings. Parents like the open communication and helpful advice they get. Every decision is made with the children's best interests in mind, creating a well-organised, welcoming setting where children thrive, grow independent and enjoy learning. The childminder's thoughtful leadership makes sure children are cared for in a safe, caring and stimulating place where their wellbeing and development are always put first.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Children enjoy a calm and friendly environment where they feel safe, valued and confident to be themselves. From the moment they arrive, children settle quickly into familiar routines that help them feel secure. They choose what they would like to do, join in with group experiences, and take responsibility for tidying away resources. These routines help children become more independent and get ready for the next steps in their learning, including nursery and school.

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What it's like to be a child at this setting

Children form close and trusting relationships with the childminder and with one another. They play happily together, take turns, share resources and agree on rules during games. For example, when making a large snowflake in a craft activity, children suggest ways to decorate it and decide who will use certain materials. The childminder helps them by asking questions, showing them how to take turns and encouraging them to listen to each other. This helps children develop patience, cooperation and problem-solving skills while enjoying creative, collaborative play.

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What it's like to be a child at this setting

Children listen well during stories and group times, showing patience and respect for others. They learn to care for one another, offer help to friends and understand the importance of saying sorry when accidents happen. Calm, supportive interactions and access to quiet spaces help children manage their feelings, ask for comfort when needed and develop emotional awareness. Learning is enjoyable, purposeful and matched to what children are interested in and what they need. Children explore natural materials outdoors, use sensory resources and develop early mathematics by counting, matching and comparing objects during stories and play. Physical development is supported through activities such as balancing on beams, jumping on trampolines and using fine motor skills during crafts.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:00 - 17:30

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About this setting

Local authority: Hertfordshire Children confidently use language to describe what they see, talk about their experiences and share their thoughts and feelings.

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About this setting

Parents value the regular communication and personal advice they receive. Children enjoy their time at the setting, feel a strong sense of belonging and develop the confidence, independence and skills they need for their next stage of development.

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Next steps

The childminder should sustain her work to ensure continued improvement and high standards. She should focus on creating a transformational impact on the outcomes and experiences of disadvantaged children, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care, and those who may face other barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with the childminder, children and parents during the inspection.

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About this inspection

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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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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