Childminder in Central Bedfordshire

Inspection date

Previous inspection date 9 July 2015 12 July 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

 Parents are pleased with the care the childminder provides for their children. She often looks after children for many years, who positively benefit from the childminder's consistent care.  Teaching is good. The childminder effectively supports children's developing language skills. She chats to them as they learn and explore, praising them when they use new words in their vocabulary.  The childminder provides a good selection of activities. Children enjoy choosing toys to play with from low-level storage units. They are equally happy to join in activities that the childminder plans in advance. As a result, children learn in a variety of ways.  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 training courses. Consequently, children's safety is promoted well.

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This provision is good

 Children feel happy and secure in the childminder's care. They seek reassurance from the childminder, who responds well to them. As a result, children confidently play and learn.

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It is not yet outstanding because:

 The childminder does not always make best use of the partnerships she has established with other providers of settings that children also attend.  The childminder is not always successful in gathering specific information from parents about children's prior learning and development when they first attend the provision. Therefore, the childminder is not able to use these contributions to support children's progress right from the start.

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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 partnerships with other early years provisions that children attend to ensure that all possible information about children's learning is shared  maximise opportunities to involve parents in sharing more detailed information regarding children's learning from the start.

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Inspection activities

 The inspector observed activities in the childminder's house and spoke to the childminder at appropriate times during the inspection.  The inspector viewed the areas of the house and garden used by children.  The inspector checked evidence of the suitability of household members and a range of documents, including safeguarding procedures.  The inspector looked at children's assessment records and discussed planning methods with the childminder.  The inspector discussed the childminder's systems used to evaluate her service and took into account the views of parents as documented in letters.

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who attend. This is good

The childminder provides a warm and welcoming environment with a variety of toys and equipment for children to use. She carefully uses themes and items that children are interested in to extend their learning. For example, children interested in farm machinery work out how to hook other vehicles to a model combine harvester. The childminder gives children time to solve the problem, supporting them as they experiment by themselves. The childminder encourages children to count accurately and draw with pencils. This helps prepare children for their move on to nursery or school. The childminder uses her good knowledge of how children learn and information gathered from observations to shape activities. Consequently, children become competent learners and make good progress. The childminder initially gathers detailed information about children's likes and interests from parents. However, she does not always gather information regarding children's prior

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who attend. This is good

learning to support her in identifying their starting points on entry to her setting.

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good

The childminder quickly builds strong and trusting relationships with both children and their parents. She talks to parents every day and sends photographs and text messages to tell them what activities their children are enjoying. The childminder works with parents so that key routines, such as potty training, are managed in the same way at home and in her setting. As a result, children feel secure. Children behave very well in the childminder's care. She teaches them to share, take turns and be kind to each other. The childminder teaches children how to stay healthy. For example, they talk about why they need to rest and exercise.

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provision is good

The childminder follows clear procedures to help her safeguard children. For example, she checks her home and garden every day, 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 listens to parent's feedback. The childminder communicates with other childminders to share ideas to enhance best practice. The childminder is motivated to improve her provision. For example, she extends her already good knowledge and understanding by accessing new information through workshops, courses and forums. Since her last inspection, the childminder has established methods to monitor children's progress to help her quickly identify any emerging gaps in children's development so that they can be addressed.

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provision is good

However, the partnerships with other settings that children attend are not as strong as they could be, in order to provide consistency of care and learning.

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Setting details

Unique reference number 219643 Local authority Central Bedfordshire Inspection number 864213 Type of provision Childminder Registration category Childminder Age range of children 0 - 14 Total number of places 6 Number of children on roll 9

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Name of provider

Date of previous inspection 12 July 2010

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Telephone number

The childminder was registered in 1988. She lives in Sandy, Bedfordshire. The childminder operates all year round from 7.30am 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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