Childminder in HertfordshireOfsted report card, 15 Sept 2026

Childminder

Unique reference number (URN): 2802625 Registered with Ofsted: 01/10/2024 Registers: EYR, CCR, VCR

p.1

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.

p.1

How we evaluate safeguarding

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

p.1

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.

p.1

Achievement Expected standard

Children generally achieve well across the curriculum and make steady progress in all areas. Children develop a love for reading and enjoy exploring books. They develop a sense of curiosity about the world and feel their interests are valued. Children develop their communication skills and vocabulary through exploration and play.

p.2

Achievement Expected standard

Children develop mathematical knowledge in different ways. For example, children count their hands as they wash them or count their snacks. Children develop their language skills. They begin to describe the size of objects such as dolls, potties and baths. Children experience a range of outdoor experiences including parks, puddles, woodlands, farms and playgroups. This helps children gain a deeper understanding of the world and develop their confidence in new situations. This helps prepare children for their next stage in learning.

p.2

Achievement Expected standard

Children develop positive relationships with the childminder, and this helps them feel safe and secure. Children with physical barriers to their development are generally given extra support so that they can achieve.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder creates a peaceful and harmonious learning environment. Children generally behave well and appropriately for their age and stage of development. The childminder holds high expectations for all children and is fair in her approach. She prioritises the children's interests and needs whilst maintaining age-appropriate boundaries. For example, she gently reminds children not to throw toys and to take turns. When children show frustration, she uses strategies to distract or calm children, such as reading stories.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder helps children learn to play together peacefully. She models turn taking and sharing. For example, when young children show interest in playing golf, she uses this as an opportunity for them to learn to share balls and take turns. This teaches children skills they need in the future and promotes positive attitudes towards learning. Parents value punctuality and regular attendance, and this supports children to feel secure in everyday routines.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children trust the childminder and seek her warmth and support when they are unsure. The positive relationships that the childminder fosters support children to become confident and independent learners. Children with special educational needs and/or disabilities play alongside their peers and adaptations are made to ensure their needs are met.

p.2

Children's welfare and wellbeing Expected standard

The childminder generally creates a calm and inclusive environment where children feel safe and well cared for. Children's personal care needs are met effectively. The childminder is aware of children's individual and changing needs. For example, she makes adaptations in response to children's sleep and toilet training needs. She encourages children to develop independence and children happily use the potty. Young children communicate their needs with the childminder, and she is responsive to subtle cues. This helps children develop self- care skills from a young age, such as dressing and washing hands.

p.2

Children's welfare and wellbeing Expected standard

The childminder prioritises healthy lifestyle choices and encourages children to eat a balanced diet. Routines are well established and children understand expectations around hygiene and eating. For example, children sing songs as they wash their hands and sit calmly in their highchair to eat. Children have opportunities for daily social and sensory experiences, such as meeting unfamiliar people and splashing in muddy puddles. Typically, children have opportunities to take risks and play outside at the local park or woods.

p.3

Children's welfare and wellbeing Expected standard

The childminder regularly refreshes her knowledge around safe sleeping arrangements and safe eating, such as how to avoid choking. The childminder works effectively with parents and carers to understand children's individual needs and seeks support from other specialist agencies when needed. When children have special educational needs and/or disabilities, she adjusts the care she provides, and this supports their wellbeing.

p.3

Curriculum and teaching Expected standard

The childminder creates a curriculum that builds on children's knowledge, skills and interests. She provides age- and stage-appropriate support and guidance. She prioritises children's vocabulary development and this supports their speaking and listening skills. For example, children collect fruit and vegetables and 'feed' the dinosaur. The childminder says words clearly and the children sometimes repeat them. She gives clear suggestions that children can understand, such as, 'Can you get a carrot?' She involves all children in play and addresses barriers to learning. For example, she creates a safe place for children who have additional physical needs to play and access resources.

p.3

Curriculum and teaching Expected standard

Children choose resources and involve the childminder in their play. For example, children give the doll a bath and show interest in using the toy potty. The childminder is inclusive in her approach and shares her time between children. For example, she reminds children to wait their turn and to share resources. The childminder talks about what children are doing and responds to their ideas using objects and words. However, the childminder does not provide a narrative during role play and her teaching skills do not always capture children's imagination fully. As a result, children sometimes lose interest and are not consistently highly engaged, which has an impact on their progress.

p.3

Inclusion Expected standard

The childminder creates an inclusive home-from-home setting where children's individual needs are valued. She gathers information from parents and works in partnership with them to support children's emerging needs. For example, when she has concerns about children's speech development, she communicates with parents about this and uses information gathered to put support in place. She continues to assess children's progress and recognises when children develop their confidence at home and in new social situations. This helps children feel happy as they can begin to communicate their thoughts, needs and wants with the childminder.

p.3

Inclusion Expected standard

The childminder holds high expectations for all children she cares for. She continually assesses children's needs and makes adaptations so all children can access the environment. For example, she creates systems for children with special educational needs and/or disabilities (SEND), and this keeps them safe and well looked after. The childminder continues to learn in response to children's changing needs. She draws on support from parents, carers and specialists to help children with SEND to achieve. The childminder shares her time equally between children. She is consistent and fair in her approach, and this helps all children make progress. The childminder understands the importance of developing her knowledge and expertise so she can provide highly effective support to children with SEND, as they grow and develop.

p.3

Leadership and governance Expected standard

The childminder has a clear vision for her setting and puts children at the heart of everything she does. She talks about the strengths of her setting. She is open to developing her knowledge and expertise and understands that she is always learning. She is beginning to reflect on her practice and think about areas she could develop.

p.4

Leadership and governance Expected standard

The childminder regularly attends playgroups where she engages with other childminders. These partnerships support her skill development as she regularly shares information about current standards of care and education. She also develops her knowledge by participating in yearly refresher courses.

p.4

Leadership and governance Expected standard

The childminder engages positively with parents and carers and establishes effective, trustful relationships. Parents speak highly of the childminder and the care and attention she provides. She communicates with parents and seeks guidance or support from other professionals when required. She acts when she has concerns about children's development and understands the importance of contacting external agencies when needed, to support children's individual needs.

p.4

Leadership and governance Expected standard

In order to further develop her practice, the childminder should develop her teaching skills so children receive highly effective support during play that is consistent over time.

p.4

Compulsory Childcare Register requirements

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

p.4

Register

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

p.4

Voluntary Childcare Register requirements

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

p.5

Register

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

p.5

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

Children feel happy and secure and regularly attend the setting, which supports continuity of care. They develop effective relationships with the childminder, who is warm and nurturing. Children explore the environment freely and make choices during play. For example, they enjoy giving dolls a bath and putting them on the potty. Children learn social skills, such as taking turns and sharing, and respond well to the childminder's gentle nature. For example, children listen to story of 'The Very Hungry Caterpillar' and take turns to thread the tiny worm through the holes. They understand that toys need to be shared and sometimes they need to wait for their turn. This supports their future learning in school.

p.5

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

Children have a wide range of opportunities to learn about the wider world. They visit church playgroups and learn new songs. These experiences introduce children to the diverse community they live in and help them develop confidence in larger social situations. They regularly visit farms and woods and this provides plenty of opportunities for children to see nature and explore. Alongside reading books, such as 'Dear Zoo', these trips make learning more meaningful, as children develop their vocabulary about the world around them. Children with special educational needs and/or disabilities access learning with ease as the childminder makes adaptations and supports these children in different ways. Children benefit from effective communication between parents and the childminder. This partnership supports children to feel part of the childminder's family and to feel valued.

p.5

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

Children make progress in all areas of the early years curriculum. For example, children develop their gross motor skills as they carefully roll and catch balls. They smile as they pass the ball to adults and these positive interactions foster a love of learning. They develop

p.5

About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

p.6

Facts and figures used on inspection

self-care skills as they use the potty and learn to dress themselves from a young age. These skills help prepare children for their next stage in learning.

p.6

Next steps

The childminder should develop her teaching skills, knowledge and expertise, to make a significant impact on the progress children make and secure excellent outcomes for all. The childminder should reflect on her practice and identify areas for development in response to individual children's emerging needs.

p.6

About this inspection

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

p.6

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

p.6

Exceptional

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

p.7

Strong standard

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

p.7

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.

p.7

Needs attention

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

p.7

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.7

Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

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

p.8