Childminder in Bedford

Inspection date

Previous inspection date 23 April 2015 28 January 2010

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This inspection: Good 2

Previous inspection: Good 2 How well the early years provision meets the needs of the range of children who attend Good 2

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This inspection: Good 2

The contribution of the early years provision to the well-being of children Good 2

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This inspection: Good 2

The effectiveness of the leadership and management of the early years provision Good 2

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This inspection: Good 2

The setting meets legal requirements for early years settings

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This provision is good

 The childminder has a good understanding of child development and uses purposeful teaching techniques. She offers children a creative range of structured activities and supports them well in their independent play. As a result, all children make good progress in their learning.  The childminder carefully links activities to reinforce children's learning. For example, they choose library books about the zoo and then set out a toy zoo and compare the animals. This enables children to review and build on what they know and so prepares them well for school and future learning.  The childminder maintains good partnerships with parents and supports them in building on their children's learning. She tells them about activities the children have enjoyed and offers practical information about how to extend these.  The childminder regularly refreshes her knowledge in order to maintain a good understanding of safeguarding and so promotes children's welfare at all times.

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This provision is good

 The childminder attends training and has gained a childcare qualification. She uses her new knowledge to positive effect. For example, her assessments now efficiently identify children's next steps in learning so that activities are clearly targeted in order to promote their individual development.  The childminder works well with other childcare providers so that children's care is consistent and their development and well-being are promoted. For example, she meets with key staff at the pre-school to exchange assessment information.

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It is not yet outstanding because:

 The childminder does not always make the most of all routine opportunities to encourage children to develop their skills in critical thinking to the maximum.  The childminder does not always promote children's wider understanding of the relevance of all healthy lifestyle practices to the maximum.

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What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

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What the setting needs to do to improve further

 extend the opportunities for children to think critically during activities and discussions, for example, by asking more open-ended questions and allowing children additional time to respond  build on the opportunities for children to increase their awareness of the relevance of healthy practices, with particular reference to physical exercise and healthy eating.

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Inspection activities

 The inspector observed activities in the childminder's house and garden and viewed areas of the home used for childminding.  The inspector talked with the childminder and the children present and reviewed an activity with the childminder.  The inspector looked at children's assessment records, planning documentation, evidence of the suitability of household members, the childminder's self-evaluation information and a range of other documentation, including the safeguarding procedures.  The inspector took account of the views of parents, as given in their written feedback to the childminder.

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who attend. This is good

The childminder frequently reviews the activities and planning to ensure that she offers children balanced play opportunities that promote each area of learning. They develop their skills as they experiment with paint. They try different techniques as they use brushes and their hands and then roll conkers in the paint and note the patterns they make. Children extend their mathematical knowledge as they pour sand from one container to another. They compare the different volumes and read the measurements on the jugs. In most activities the childminder encourages children's critical thinking. For example, when reading a book, she encourages the children to predict what will happen to the main character. Occasionally, she does not optimise these opportunities. For example, she describes and compares the different textures in a book, rather than encouraging the children to think about these and make their own comparisons. The childminder's

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who attend. This is good

thoughtful provision of resources in all areas means that children enjoy learning wherever they play. For example, they sit on a mat in the garden and explore musical instruments. They listen to the different sounds and play in time as they sing their favourite songs.

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good

The childminder is calm and caring. This helps children to feel welcome and they build secure relationships with her. She promotes their confidence and supports them in developing good social and communication skills. Her thoughtful interaction encourages the development of children's language skills. They eagerly tell her their news and know that their views are valued. The childminder works well with children who have special educational needs and/or disabilities. She uses alternative, non-verbal methods to aid their communication and support them in making good progress. These sensitive daily interactions support children in developing positive attitudes and they are emotionally ready for school. Children learn about good hygiene and talk with the childminder about why healthy practices are important. However, she misses some opportunities to promote their understanding to the maximum, for example, through talking with children about the

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provision is good

The childminder has a secure understanding of the Early Years Foundation Stage. She regularly reviews her policies and procedures to ensure that these support her in meeting all requirements. The childminder's diligent monitoring of children's progress enables her to quickly note any gaps in their learning and to address these. For example, she now offers children more activities that support them in learning to recognise colours and numbers. The childminder has improved the ongoing evaluation of her practice. She obtains feedback from parents, children and other professionals and uses the information to implement changes that improve the provision for children. For example, new storage facilities mean that children can see the resources and make independent choices that extends their play and learning.

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Setting details

Unique reference number EY313224 Local authority Bedford Borough Inspection number 862121 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 8

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Name of provider

Date of previous inspection 28 January 2010

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Telephone number

The childminder was registered in 2005 and lives in Wootton. She operates all year round from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate early years qualification at level 3. She supports a number of children with special educational needs and/or disabilities. The childminder provides funded early education for three- and four-year-old children.

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Telephone number

This inspection was carried out by Ofsted 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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Telephone number

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. 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 Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, 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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Telephone number

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

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