Childminder in Central Bedfordshire

Inspection date

Previous inspection date 12 May 2015 11 June 2009

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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 frequently takes children to a variety of different environments in which they can play and explore. For example, they visit a forest centre to learn about the natural world.  The childminder effectively supports young children's developing language skills. She enthusiastically talks to them, praising them when they use new words in their emerging vocabulary. This demonstrates the childminder's good quality of teaching.  Children feel happy and secure in the childminder's care. They each have their own peg to hang their coats and bags on, creating a sense of belonging. Children seek reassurance from the childminder, who responds well to them. As a result, children confidently play and learn.  The childminder has established robust procedures to protect children. She knows who to contact in the event of a concern about children's welfare. In addition, the childminder updates her already good safeguarding knowledge by accessing suitable

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This provision is good

training courses. Consequently, children are kept safe in her care.  The childminder works closely with parents. For example, she finds out from them what their children like, know and can do when they first visit. The childminder incorporates familiar routines used at home, such as sleep times. As a result, the childminder provides care and education suitable for children's individual developmental needs.

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It is not yet outstanding because:

 The childminder does not always give children sufficient time to find a natural conclusion to their play and exploration before she moves them on to a new activity. Therefore, children's independent learning is not fully extended.

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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

 expand opportunities for children to control their play and learning experiences by providing sufficient time for them to thoroughly explore resources and materials at their own pace.

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Inspection activities

 The inspector observed activities in the childminder's house and garden and spoke to the childminder at appropriate times during the day.  The inspector checked evidence of the suitability of household members and a range of other documentation, including safeguarding procedures.  The inspector looked at children's assessment records and discussed planning methods with the childminder.  The inspector viewed areas of the childminder's house and garden accessed by the children.

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who attend. This is good

The childminder provides stimulating resources for children. She carefully uses information she gathers from daily observations to plan activities that help them move to the next stage in their development. For example, very young children enjoy exploring dried pasta. The childminder shows them how to put lids on containers. Children shake and tap the pots, as they listen to the sounds the pasta makes inside. The childminder has a good understanding of how children learn. She teaches them both indoors and outside to support their development. However, the childminder sometimes changes activities before children have had sufficient time to find a natural end to the play they are already immersed in. Therefore, children are not always able to learn at their own pace, to maximise independent learning. The childminder regularly takes children to group sessions, enabling children to socialise with their peers. They learn to listen and follow

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who attend. This is good

instructions, take turns, share toys and equipment. This helps to develop skills in preparation for nursery and school.

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good

The childminder quickly builds strong and trusting relationships with both children and their parents and carers. She uses a daily diary to record care routines, such as nappy changes. The childminder tells parents what activities children have enjoyed and discusses any concerns parents might have. Children behave very well in the childminder's care. She teaches children from an early age to share. For example, when two toddlers both want to use the same ride-on car, the childminder encourages one to help her push. Together, they move the car around the garden before the children happily swap roles. The childminder gives children nutritious snacks and meals. She also ensures that children who have just learnt to walk have the opportunity to safely toddle in the park on their daily walk. This helps children's physical development and encourages healthy lifestyle choices.

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provision is good

The childminder follows clear procedures to help her safeguard children. She checks her home and garden everyday, ensuring any hazards are removed or minimised. She supervises children as they play and teaches them how they can keep themselves safe. The childminder uses self-evaluation methods to help her maintain good standards of care and education. She asks older children what they have enjoyed doing and asks parents to give suggestions to improve her service. The childminder regularly meets with other childminders. They discuss ideas and experiences to enhance best practice. The childminder extends her already good knowledge through training and forums, which strengthens her practice and supports her desire to improve her service. The childminder effectively monitors children's progress. Consequently, she identifies any emerging gaps in development so that they can be addressed. The childminder ensures she maintains good

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provision is good

relationships with the other settings that children attend. She shares information about children's development so that children continue to make good progress.

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Setting details

Unique reference number EY373303 Local authority Central Bedfordshire Inspection number 858177 Type of provision Childminder Registration category Childminder Age range of children 0 - 12 Total number of places 6 Number of children on roll 5

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Name of provider

Date of previous inspection 11 June 2009

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Telephone number

The childminder was registered in 2008 and lives in Marston Moretaine, near Bedford. She operates from all year round 7am until 6pm, Monday to Friday, except for family holidays and bank 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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