Childminder in Bedford

Inspection date

Previous inspection date 20 January 2016 3 May 2012

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Good 2

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This provision is good

 The childminder shares her knowledge of child development with parents. She offers practical guidance about activities and resources to support children's current developmental stages. In this way, she helps parents to extend their children's learning at home.  The childminder uses purposeful teaching methods that support children in making good progress and prepare them for school. Children participate in a wide variety of indoor and outdoor activities that are securely informed by their current interests and needs. They are positive about their play and eager to explore and learn.  Practical monitoring procedures enable the childminder to check children's progress and quickly address any weaker areas of learning. Younger children benefit from additional activities that support the development of their language skills and this is now becoming a stronger area.  The childminder attends training and uses her new knowledge well. For example, she

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This provision is good

now makes greater use of cooking activities and food preparation times to aid children in understanding about hygiene and food safety.  Children participate in discussions and activities that help them understand each other and the wider community. They learn to appreciate and respect differences and to value their own contributions and those of others.

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It is not yet outstanding because:

 The childminder does not always make maximum use of all information from parents about their children's progress at home, in order to enrich the activity planning.  Younger children do not always make independent choices and fully extend their play as the childminder does not organise all indoor resources as well as possible.

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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

 make greater use of ongoing information from parents about their child's learning and development at home  enhance the organisation of indoor resources to enable younger children to make further independent choices and extend their own play.

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Inspection activities

 The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning. She reviewed a session with the childminder and discussed interaction and the promotion of children's development.  The inspector talked with the childminder about how she supervises her assistant.  The inspector looked at children's assessment records, planning documentation and evidence of the suitability of household members and the assistant. She viewed 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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Effectiveness of the leadership and management is good

The childminder uses her qualification well to offer effective supervision to her assistant and to demonstrate good practice. She works in partnership with other childcare settings that children attend so that children's care is consistent and their development promoted. The arrangements for safeguarding are effective. The childminder attends training and ensures that both she and her assistant are fully aware of the process to follow to report any concerns about children's welfare. The childminder evaluates her practice well and makes relevant improvements. She now presents her policies and procedures in a practical format so that they are easy for parents to understand, thereby promoting good partnership working.

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Quality of teaching, learning and assessment is good

The childminder has improved her assessments of children's progress and now uses these well to plan resources and activities to promote each child's development. She acquires additional resources to support children's learning needs. For example, the development of children's early writing skills is promoted as they draw and write simple words in their own books. The childminder plans activities well so that she extends and gently reinforces children's learning. For example, they grow vegetables and develop their mathematical knowledge as they measure and compare the sizes of the different vegetables. They plant spring bulbs and study the growing process, using their own illustrations to make a record of this. The childminder then supports children in building on their knowledge as they look at how the human body grows and develops. The childminder makes good use of local facilities as a way of offering children additional learning opportunities. For example, their

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Quality of teaching, learning and assessment is good

regular use of the library promotes children's enjoyment of books and helps the development of their early reading skills.

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Personal development, behaviour and welfare are good

The childminder obtains thorough initial information from parents about their children's physical and emotional needs. She carries out a home visit before children start attending, helping both parents and children to understand her practice and to feel confident with her. Children quickly settle and build warm relationships with the childminder. For example, babies gurgle, smile and respond to her sensitive interactions. Children learn about healthy practices. For example, they clean their teeth and discuss oral hygiene. Practical discussions support children in understanding how their actions affect others and enable them to manage their own behaviour effectively. Children love looking back at their past work and the childminder supports them in noting how much progress they have made. This helps build children's confidence and their appreciation of their own ability to learn, thereby reinforcing their positive emotional attitudes in readiness for school.

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Outcomes for children are good

Children respond to the childminder's positive approach and all are making good progress in their learning. The childminder supports children well so that they develop the essential skills that support their future learning and prepare them for school.

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Setting details

Unique reference number EY422904 Local authority Central Bedfordshire Inspection number 852365 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 6 Total number of places 6 Number of children on roll 4

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Telephone number

The childminder was registered in 2011 and lives in Silsoe. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. She also offers weekend and overnight care. The childminder holds an appropriate qualification at level 3. She works with an assistant on a very occasional basis.

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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 reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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Telephone number

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

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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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