Childminder 505288

Inspection date

Previous inspection date 13 April 2016 25 October 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 is proactive in attending training and developing her practice. She has significantly increased her knowledge and understanding since her last inspection and all previous weaknesses have been effectively addressed.  Activities are well matched to children's interests. The childminder effectively considers children's next steps in learning when providing activities. She makes sure that children can test out their developing skills in a range of different ways.  The childminder promotes children's communication and language skills very well. She uses single word phrases, such as bye and thank you, accompanied with actions to help promote younger children's understanding. Young children are starting to use words as they play and the childminder recognises this and praises them warmly.  The childminder is caring and considers the needs of the children that she cares for. Children show their close attachment as they cuddle up with her when they encounter

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This provision is good

someone new and want reassurance.  The childminder thinks about times of change for children and plans in advance for these. When children return to her care after a holiday period, she spends time finding out about the new things they have learnt and she helps them to resettle.  The resources for children reflect diversity, helping young children to learn about the similarities and differences between themselves and others.

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It is not yet outstanding because:

 The childminder is not as confident in teaching mathematics and literacy as she is in other areas of learning. Opportunities for children to develop their interest and skills in these areas are less creative.

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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

 increase confidence in teaching children literacy and mathematical skills, in order to further enhance the quality of learning opportunities for children.

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Inspection activities

 The inspector observed the quality of teaching during activities indoors and assessed the impact this has on children's learning.  The inspector held discussions with the childminder at suitable times. She looked at relevant documentation, such as the childminder's self-evaluation and evidence of the suitability of the childminder and household members.  The inspector read and took account of the written feedback provided by parents.

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Effectiveness of the leadership and management is good

Arrangements for safeguarding are effective. The childminder has an extensive knowledge of how to keep children safe. She refreshes her training about child protection issues and has reviewed her policies and procedures following the introduction of new legislation. The childminder works effectively with parents. She shares a wealth of information with them. She uses the information that they provide to help her to review her work, plan for children's learning and to meet children's care needs. The childminder works effectively with her local authority development worker to improve her provision. She meets with other childminders to share ideas and good practice.

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Quality of teaching, learning and assessment is good

The childminder's assessments of children's learning are precise and accurate. Parents share their knowledge of their children's abilities. The childminder works in very close partnership with them to identify children's starting points and to track their development and progress over time. The childminder observes children's development continually and extends activities as they increase their skills. This helps to ensure that children always have a good level of challenge as they play. When children are learning to walk, the childminder provides push-along toys and furniture for them to hold on to as they increase in confidence. She encourages them to take tentative steps and rewards them by clapping and cheering as they move between the furniture. This promotes their confidence to try new things.

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Personal development, behaviour and welfare are good

Children are settled and show high levels of self-esteem. They chuckle when the childminder laughs and bop up and down to music while smiling broadly. The childminder follows the same routines for young children that parents have established at home and works closely with them to meet children's individual needs. The childminder intuitively knows when children are tired or when they are hungry. She effectively supports children to feel content and comfortable and she successfully promotes their good health.

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Outcomes for children are good

All children make good progress in their learning. They are curious and show a keen desire to play and learn. Children demonstrate all the essential attributes that they need to be prepared for their future learning. While playing, they spend time putting small toy figures in and out of aeroplanes, shops and tractors. They concentrate for long periods given their young age. Young children understand that they can communicate by smiling and by making sounds to gain attention before they are able to talk.

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Setting details

Unique reference number 505288 Local authority Central Bedfordshire Inspection number 1037062 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 1 Total number of places 6 Number of children on roll 1

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Name of provider

Date of previous inspection 25 October 2012

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Telephone number

The childminder was registered in 1997 and lives in Leighton Buzzard. She operates all year round from 7.45am to 6pm, Monday to Friday, except for bank holidays and family 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 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

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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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