Childminder in Central Bedfordshire

Inspection date

Previous inspection date 18 May 2015 27 April 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 has a secure knowledge of the Early Years Foundation Stage and displays a good quality of teaching. She ensures activities are interesting and engaging for children of all ages by making changes as necessary. For example, children struggling to manage the tweezers are offered spoons to continue transporting and sorting the various coloured pom-poms.  The childminder uses her extensive training of mathematics to incorporate numbers and size within all activities. For example, she encourages children to count the steps as they walk down and make comparisons between the small and large balls that they throw. Children gain regular praise from the childminder who values each contribution and shows sensitivity as she provides the correct answers.  Partnerships with parents are well established as the childminder actively encourages their ongoing contributions to children's folders. In addition, she welcomes and values

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This provision is good

their feedback through daily discussion and annual questionnaires. This supports continuous learning for each child.  The childminder understands and meets all of the safeguarding and welfare requirements. She ensures the premises remain secure and conducts thorough risk assessments on all the areas children use. Furthermore, she is aware of her responsibility to record and report on any child protection concerns that she may have.

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It is not yet outstanding because:

 The childminder's training programme does not always include opportunities that are focused on supporting children's speech and language skills to help them reach their optimum levels of achievement.  On occasion, the childminder does not use available opportunities during planned activities to fully promote children's learning about healthy lifestyles.

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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 the well-established programme of professional development to astutely focus on supporting children's speech and language skills to the very optimum  maximise children's opportunities to develop their awareness of promoting good health by, for example, extending discussion about the benefits of nutritious foods during planned activities.

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Inspection activities

 The inspector observed children's activities indoors, outside and during the lunchtime routine.  The inspector observed adult-led activities and discussed the intentions and learning outcomes with the childminder.  The inspector sampled the childminder's documentation, including policies, her self- evaluation form, training certificates and children's learning journals.  The inspector took account of the views of parents through discussions on the day and recently completed questionnaires.  The inspector saw evidence of the suitability of all persons living on the premises and other documentation in relation to the safeguarding and welfare requirements.

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who attend. This is good

Children thrive in this child-led environment. They choose from a wide range of interesting resources to support their play across all areas of learning. For example, children play alongside their friends and show a shared interest in the available trains. They concentrate for long periods and are keen to engage in the readily planned activities the childminder provides. Children use scissors with support and use their finer physical skills to tear pictures as they decorate their place mats. The childminder acts as a good role model as she encourages children to take turns and share the materials. She uses a soft, calm tone to offer instruction. Children listen well, demonstrating how they are acquiring the essential skills in readiness for school. The childminder uses every opportunity to incorporate children's next steps for learning. She monitors the educational programmes through precise assessments and has identified that some children need support with their

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who attend. This is good

communication and language. The childminder has sourced some ideas online to ensure any gaps in learning close rapidly and that children continue to make good progress.

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good

Children have developed secure attachments to the childminder and her family. The childminder gathers detailed information from home to offer them continuity of care and support their emotional well-being. As a result, children settle quickly. Children behave well and are clear on expectations as they tidy away toys after each activity. The childminder ensures children have daily access to fresh air and exercise as they regularly walk to school and use the garden all year round. The childminder encourages children to practise their self-help skills as they attempt to put on their boots and raincoats. They enjoy their time in the stimulating outdoors and use their larger muscles to ride scooters and bikes back and forth. The childminder provides children with a nutritious, balanced diet and involves children in growing a selection of vegetables. However, on occasion, the childminder does not initiate any further conversation about the foods or their health

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good

benefits during planned activities to fully promote children's understanding.

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provision is good

The childminder continually reflects upon all areas of her practice and benefits from local support to make any changes. She uses rigorous self-evaluation and values the input of both parents and children to identify her priorities for improvement. She has recently improved the detail of her policies and procedures to contribute to the smooth running of the setting. The childminder monitors the learning and development requirements and keeps herself up to date with any changes. This is achieved through the use of various online resources and her close network of other providers. The childminder has a well- established professional development programme in place to maintain her good quality of teaching. However, she has not as yet focused her training on enhancing the support she offers children in developing their speech and language skills, to reach their highest levels of attainment.

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Setting details

Unique reference number EY309260 Local authority Central Bedfordshire Inspection number 861985 Type of provision Childminder Registration category Childminder Age range of children 0 - 13 Total number of places 6 Number of children on roll 6

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Name of provider

Date of previous inspection 27 April 2009

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Telephone number

The childminder was registered in 2005 and lives in Shillington. She operates during term time Monday to Friday, 7.30am to 5.30pm, except for bank holidays. The childminder provides funded early education for two-, 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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