Childminder EY476977

Inspection date

Previous inspection date 12 July 2016 Not applicable

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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 has a clear knowledge of children's needs. Children are gradually introduced to the setting during a flexible settling-in period. They quickly form trusting relationships with the childminder. Children are confident, relaxed and eager to learn.  Parents play a significant role in the plans for children's learning. They contribute to children's learning files and record details of children's achievements and current interests at home. The childminder shares resources with parents in order to help extend and support children's continuous learning.  The childminder understands how young children develop and builds on their enthusiasm for learning. She provides a range of experiences that meets children's individual learning needs and fosters their good progress.  The childminder makes very good use of her garden, local natural areas and parks. She provides opportunities for children to observe, search for and collect natural materials.

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This provision is good

They plant vegetables and herbs. Young children use all their senses as they explore different surroundings.

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It is not yet outstanding because:

 On occasion, during some activities the childminder tends to provide materials and ideas rather than supporting children to manage their own tasks and make decisions.  The childminder does not always embed opportunities for children to explore simple number problems during routine and adult-led activities.

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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

 develop further opportunities for children to make choices within tasks, making decisions about which materials to use and how to use them  make the most of opportunities for children to fully extend their number skills.

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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.  The inspector looked at a range of documentation including policies, evidence of the suitability of household members, children's observations and assessments, as well as the safeguarding procedures.  The inspector observed a planned activity and jointly evaluated this with the childminder.  The inspector took account of the views of parents as provided in documentation.  The inspector reviewed the childminder's self-evaluation form.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder knows the signs and symptoms that indicate a cause for concern about children's welfare and how to report them. The childminder is committed to her own development. She completes research and attends childminder network meetings to help her to keep abreast of changes to legislation. The childminder attends training that will enhance the care that she provides for children. For example, courses addressing brain development, home-based play and literacy skills help her to plan effective learning and prepare children for school. The childminder evaluates her practice and regularly seeks the opinions of those using her service to help her with continuous improvement.

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Quality of teaching, learning and assessment is good

The childminder provides many opportunities for children to engage in conversations. The quality of her interaction with children is good. She routinely gets down to their level when speaking. The childminder uses children's interests to plan stimulating opportunities for learning. For example, children are encouraged to retell their favourite story, using puppets and props. They make a role play cafe as part of the story and produce their own menus by gluing pictures of foods alongside real coins. This is one example of how the childminder supports children's developing literacy and imagination. The childminder enables children to explore a range of cultures and languages. For instance, children learn to speak and sing in Spanish, talk about the food, dance and look at photographs and pictures of Spain. This is one of the ways in which the childminder helps children to broaden their understanding of diversity beyond their immediate family.

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Personal development, behaviour and welfare are good

Children respond to the childminder's calm approach. She acts as a good role model to aid children in developing positive attitudes towards others. The childminder introduces children to activities they can complete together, such as making shops or working together to prepare simple meals. This is one example of how she encourages them to share, take turns and consider the needs of others. Children tell the childminder they need to wash their hands before eating and independently meet their own self-care needs. The childminder talks to them about the importance of simple hygiene practices to help them to understand why such routines are important to their health. Children understand the importance of safety in the home. For example, they explain to the childminder the need to take care when carrying china plates, as they place them in the dishwasher.

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Outcomes for children are good

All children make good progress given their starting points. The childminder monitors children's progress to ensure that any identified gaps in learning are closed. Children are acquiring and practising the skills that they need to start nursery or school. Children select materials, such as the easel, and write with chalks in the childminder's well-resourced home, showing good levels of curiosity. They begin to work collaboratively, such as using plastic tubes to make tunnels to slide conkers through.

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Setting details

Unique reference number EY476977 Local authority Central Bedfordshire Inspection number 976788 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 3 - 3 Total number of places 6 Number of children on roll 1

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Name of registered person

Date of previous inspection Not applicable

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Telephone number

The childminder was registered in 2014 and lives in Sandy. She operates all year round from 7am 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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