Childminder EY483084

Inspection date

Previous inspection date 31 August 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 teaches children effectively and they make good progress. Children enjoy exploring paint and other craft materials. The childminder ensures each child's individual needs are catered for. For example, younger children are given time to explore paint with their hands as older children make more complex pictures.  The childminder is skilled at helping children understand the differences in each other's family. For example, she encourages children to bring photographs of people, animals and places that are special to them. They make books together and share their individual experiences.  The childminder has very good relationships in place with the local school and with parents in the community. She has recently taken over the running of a local toddler group to save it from closure. She provides minded children with good opportunities to socialise with a wider range of children of their own age.

p.1

This provision is good

 Parents speak highly of the childminder. They talk about how she helps their children develop healthy eating habits. They also feel she uses positive strategies to help children manage their own behaviour and make good choices.

p.1

It is not yet outstanding because:

 The childminder does not always seek enough initial information from parents about what children already know and can do, in order to help her precisely identify their starting points in learning.  The childminder's ongoing professional development is not yet sharply focused on further developing her teaching skills to help raise children's attainments to the highest possible level.

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

 gather more detailed information from parents when children first start, so that children's prior achievements can be included in their starting point assessments  make more effective use of professional development opportunities in order to develop a more expert knowledge of teaching and learning.

p.2

Inspection activities

 The inspector observed the childminder joining in activities with children and discussed the learning that was taking place with her.  The inspector saw the areas of the premises and garden used for childminding.  The inspector looked at children's assessment records and the childminder's planning documentation. Evidence of the suitability of household members and a range of other documents, including the safeguarding policy, were also seen.  The inspector spoke to and interacted with children at appropriate times during the inspection.  The inspector took account of the childminder's self-evaluation form and of views of parents.

p.2

Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder is confident about following appropriate child protection procedures, which helps to protect children's welfare. She regularly reviews risks in her home and on outings and keeps her first-aid knowledge up to date. The childminder reflects on the activities she provides and the rate of children's progress, ensuring any gaps in learning are swiftly identified and strategies are planned to address them. She uses self-evaluation to review some aspects of her practice, such as how to develop her environment and resources. The childminder obtains feedback from parents about her provision. They comment positively about the progress their children make.

p.3

Quality of teaching, learning and assessment is good

Children engage in a wide variety of activities. The childminder sensitively teaches them as they play. For example, she introduces numbers and positional language as children play with blocks. Children persevere with fixing blocks together to make towers and enjoy knocking them down again. When children are preparing for the move to school, the childminder ensures they have opportunities to practise self-care skills, such as dressing themselves and using the bathroom independently. She welcomes teachers into her home so that children can meet them in their secure environment and share what they can do. The childminder is aware of children's next steps in learning and is able to ensure that the activities they experience are suitably challenging. She shares ongoing development information with parents and receives updates from them regarding what children have been learning at home. When children attend other settings, the childminder gains and

p.3

Quality of teaching, learning and assessment is good

shares information about what children are learning and their ongoing development.

p.3

Personal development, behaviour and welfare are good

Children are happy, confident and sociable. The childminder has secure settling-in procedures which she tailors to meet the needs of each child and their parents. Children settle quickly and enjoy the time spent with the childminder and her family. They thoroughly enjoy being outside. Children use their good physical skills to climb up the slide and ride in cars. Younger children are keen to copy the actions of the older ones. For example, as they pick up a ball used for basketball, the childminder notices their intentions and helps them to succeed as she picks them up to put the ball in the hoop. She provides healthy meals and snacks, ensuring these meet each child's needs. Younger children enjoy sitting closely to the childminder to share stories as they drink their milk.

p.3

Outcomes for children are good

All children are making good progress in all aspects of learning. They are effectively gaining the keys skills required for their next stage of learning at nursery and ultimately at school. Children are developing into independent learners. The childminder provides many sensory experiences for children to explore as they choose. They enjoy the texture of cooked spaghetti as it slips through their fingers. A basket of natural resources entices children to explore even more. They carefully feel the bristles on brushes and listen to the sounds they can make as they bang metal objects together.

p.3

Setting details

Unique reference number EY483084 Local authority Bedford Borough Inspection number 994589 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 10 Total number of places 6 Number of children on roll 8

p.4

Name of registered person

Date of previous inspection Not applicable

p.4

Telephone number

The childminder was registered in 2014 and lives in Wixams. She operates from 7.30am to 6pm, Monday until Friday, except for bank holidays and family holidays.

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