Childminder in Bedford

Inspection date

Previous inspection date 6 May 2015 17 April 2012

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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

 Teaching is good because the childminder provides opportunities for children to explore their interests for extended periods of time. At these times, the childminder skilfully supports children's learning by modelling language and providing them with new words and ideas. As a result, children remain engaged in their activities and demonstrate enthusiasm and perseverance.  Children form strong bonds and warm relationships with the childminder. They are settled in her care, demonstrating that they feel safe as they include her in their play and snuggle up to her as she reads to them.  The childminder knows when it is appropriate to intervene in children's play. For example, when children are playing with dough, she shows them how to use simple tools to manipulate and cut. Consequently, children experience a sense of achievement as they learn new skills. This effectively and sensitively extends their knowledge and

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This provision is good

understanding, without interrupting their play.  Parents are appreciative of the good-quality care that they and their children receive. They compliment the childminder on the good progress their children make and comment on how their children love to attend.  The childminder attends regular safeguarding training and has a good knowledge of how to ensure that children are kept safe from harm. She understands the procedures to follow in the event of a concern about a child's welfare.  Children learn about change and growth as they plant seeds and discuss how to take care of them. This promotes their understanding of the natural world.

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It is not yet outstanding because:

 Some aspects of the partnerships with parents are not fully effective in supporting parents to successfully guide their children's learning at home.

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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

 build upon the already good partnerships with parents, so that they are better supported to guide their children's learning at home, ensuring children benefit from greater consistency and continuity.

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Inspection activities

 The inspector observed activities in the childminder's home and discussed them with the childminder.  The inspector spoke to the childminder and children at appropriate times during the inspection.  The inspector took account of the views of parents, as provided through written questionnaires and feedback.  The inspector examined a selection of information and documentation relating to the suitability of adults, safeguarding, welfare and children's developmental progress.  The inspector reviewed the childminder's evidence of self-evaluation.

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who attend. This is good

The childminder provides a good range of age-appropriate resources and activities, both indoors and outside. For example, she teaches children to count and recognise colours. She also supports children as they begin to recognise and write letters. Children enthusiastically select their favourite stories and listen intently as the childminder reads to them, joining in with the story and responding to questions. This means that children's literacy skills are promoted and they are well prepared for the next stage of their education, such as nursery or school. The childminder carries out regular observations of children's learning and development and keeps records of their achievements. She uses this information to identify children's next steps in learning, and to plan activities and experiences that will further support their development. As a result, children make good progress in relation to their age-related expectations.

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good

The childminder has high expectations for children's behaviour. Children are encouraged to share and take turns with toys and resources, and to be kind and considerate towards one another. Consequently, children's behaviour is very good and they play harmoniously together. The childminder ensures that children have the practical skills they need for school, such as being able to dress themselves and feed themselves at lunchtime. This means that children can approach their new settings with confidence, as they can manage their own hygiene and personal needs. The childminder carries out regular risk assessments, which cover all aspects of the provision, indoors and outdoors, as well as outings and visits. She also teaches children about road safety and 'stranger danger'. As a result, children's welfare and safety are well promoted.

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provision is good

Partnerships with parents and local settings that children attend are generally good. However, some aspects of the partnerships with parents are not yet as effective as others. For example, the childminder has yet to develop fully successful ways of guiding all parents in how they can support their children's learning at home, so that children benefit from consistency and continuity. The childminder closely monitors what children are learning. She uses this information to complete summative progress records for each child, including the progress check for children aged between two and three years. This shows the childminder where children are meeting age-related expectations and, as a result, children's strengths and areas for development can be quickly identified. The childminder is committed to the continuous improvement of her setting. She carefully evaluates her practice, with input from parents and her local authority adviser, and makes plans for

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provision is good

further development. She keeps up to date through online training and bulletins. As a result, her practice continues to improve.

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Setting details

Unique reference number EY429366 Local authority Bedford Borough Inspection number 852979 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 9

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Name of provider

Date of previous inspection 17 April 2012

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Telephone number

The childminder was registered in 2011 and lives in Shortstown, near Bedford. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays.

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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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