Martin, Nicola Clare

Inspection date

Previous inspection date 14 March 2016 Not applicable

p.1

This inspection: Good 2

Effectiveness of the leadership and management Good 2

p.1

This inspection: Good 2

Quality of teaching, learning and assessment Good 2

p.1

This inspection: Good 2

Personal development, behaviour and welfare Good 2

p.1

This provision is good

 The childminder completes further training and exchanges good practice ideas with other professionals. She uses any new knowledge to benefit children. For example, children enjoy using a cosy reading den and this is one of the ways in which the childminder promotes their early reading skills.  Children enjoy an interesting variety of activities. The childminder uses her practical teaching skills to ensure that these reflect their needs and interests. Children are positive about their learning and acquire new skills as they play. This prepares them well for school.  The childminder quickly notes any weaker areas in children's learning and acts promptly to address these. For example, the increased daily use of sign language supports children's early communication, particularly for children with special educational needs.  Children develop a practical awareness of diversity. They start to understand and

p.1

This provision is good

participate in their local community as they use facilities, such as toddler groups and the mobile library. This supports their growing awareness of differences, both locally and in wider society.  The childminder offers parents practical ways of telling her about their children's achievements and activities at home so that she fully understands their development. For example, parents write in the daily diary or on Achievement stars.

p.1

It is not yet outstanding because:

 The childminder does not always make the most of daily opportunities to support children in fully developing their skills in thinking and solving problems for themselves.  The childminder sometimes carries out simple tasks for children and does not always promote their independence to the very best extent.

p.1

What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

p.2

What the setting needs to do to improve further

 enhance the opportunities for children to think critically and solve problems they may encounter during daily activities and discussions  build on the daily opportunities that enable children to develop their independence.

p.2

Inspection activities

 The inspector observed the quality of teaching during activities indoors and outdoors and assessed the impact this has on children's learning.  The inspector talked with the childminder and children at appropriate times throughout the inspection. She reviewed an activity with the childminder.  The inspector looked at children's assessment records, planning documentation and evidence of the suitability of household members. 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.

p.2

Effectiveness of the leadership and management is good

The childminder makes good use of her qualification. She uses her knowledge of child development to tailor activities to reflect the different ways that children learn. Arrangements for safeguarding are effective. The childminder is fully aware of the possible signs of abuse and knows how to report these, in order to promote children's welfare. The childminder evaluates her practice well and makes relevant improvements, such as the addition of further resources that support children in exploring outside. The childminder shares information with other childcare providers so that children's learning is not interrupted as they move between settings.

p.3

Quality of teaching, learning and assessment is good

The childminder offers children interesting activities that enable them to build on their knowledge. For example, children learn about growth and the seasons as they plant seeds in the spring. A visit to a garden centre offers further learning opportunities and children extend their creativity as they play in the role-play garden centre at the childminder's home. The childminder makes good use of daily opportunities as a way of enhancing children's learning. Children learn to use simple mathematical language, such as more than, when they measure ingredients to make a cake. However, the childminder does not always make the very best use of all opportunities to encourage children to solve problems as they play. The childminder uses children's interests as a further way of promoting their development. Children's enjoyment of digging in the garden is extended as they use a range of tools to transfer soil. They build on their vocabulary as they name

p.3

Quality of teaching, learning and assessment is good

the tools and describe what they are doing.

p.3

Personal development, behaviour and welfare are good

Children quickly become secure and settled with the childminder as she works well with parents so that she understands each child's needs. The childminder supports children in learning how to share and negotiate, thus helping them to learn how to manage their behaviour. Children enjoy talking with the childminder about activities and she helps them think about the processes they used so that they understand how they are learning. She also encourages them to recognise their achievements. This builds children's confidence and helps to establish the emotional stability they need when they start school. Children participate in activities, such as the regular use of a soft-play centre, supporting their physical development. They talk with the childminder about different food groups and the importance of a balanced diet.

p.3

Outcomes for children are good

All children are making good progress. They are eager to learn and respond positively to new challenges. They are developing the necessary skills that underpin their learning and prepare them for the move to school and for their future education. Children with special educational needs are sensitively supported, enabling them to participate fully and to make good progress.

p.3

Setting details

Unique reference number EY478125 Local authority Bedford Borough Inspection number 976806 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 6 Total number of places 6 Number of children on roll 6

p.4

Name of provider

Date of previous inspection Not applicable

p.4

Telephone number

The childminder was registered in 2014 and lives in Great Barford. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. She provides care for children who have special educational needs.

p.4

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.

p.4

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.

p.4

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 .

p.5

Telephone number

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

p.5

Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

p.5