Childminder in Central Bedfordshire

Inspection date

Previous inspection date 1 November 2016 24 May 2016

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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 committed to improving her practice. She has reviewed this, completed a range of training and carried out research. This has made a significant contribution to considerably improving her practice since her last inspection.  The childminder has successfully combined her new knowledge with her experience and now uses effective teaching methods. She tailors activity planning so that she offers children interesting activities that support their development.  Children participate in practical activities that support them in understanding differences. For example, they enjoy looking at an atlas. They examine different countries and eagerly discuss the climates, wildlife, cultures and traditions of each one.  The childminder promotes children's physical development and helps them understand how to keep themselves healthy. They enjoy helping to prepare the fruit for snack time, and talk with the childminder about how different types of food benefit their bodies.

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This provision is good

 Improved partnership working with parents enables the childminder to understand children's development at home and to use this information to inform her planning. She also supports parents in extending their children's learning. For example, she offers ideas for activities to try at home and lends practical resources to support these.

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It is not yet outstanding because:

 The childminder does not always make the most of opportunities to support children in fully developing their skills in solving problems they encounter as they play.  The childminder does not consistently offer as many learning opportunities outside, in order to fully extend the development of children who learn better outdoors.

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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

 extend the opportunities for children to think critically and solve problems during activities and discussions  enhance the use of the outdoor area to offer children who prefer to learn outside further play and learning opportunities.

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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.  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.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder now has a good understanding of this area. She has completed training and reviewed her policies so that these accurately reflect the procedures of the Local Safeguarding Children Board. The childminder has improved her communication with other childcare settings and has procedures to exchange assessment information with them. She also ensures she is aware of their planning and so offers children activities that build on their learning. Improvements to her self-evaluation have enabled the childminder to critically review her work and make relevant changes. Her improved assessments of children's starting points enable her to offer appropriate initial activities and to efficiently monitor children's progress. The childminder also quickly notes any weaker areas in learning and addresses these straight away. She now offers children more resources, such as an abacus and

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Effectiveness of the leadership and management is good

calculators, that support their understanding of numbers and counting.

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Quality of teaching, learning and assessment is good

The childminder uses her improved assessments to plan further activities to promote children's development. After noting that children particularly enjoy crafts, she offers them additional resources. Children develop their knowledge and creativity as they find out what happens when they add water to shredded paper, later using this to make models. The childminder interacts with children to extend their play. For example, young children are excited when they work out how to turn on torches. They are enthralled when the childminder shows them how to use these to make patterns on the wall. The childminder uses her knowledge of each child to make resources that appeal to them. Children love exploring the 'drums' made with tins and containers, carefully listening to the different sound that each one makes. The childminder makes good use of appealing resources as a way of encouraging children's speech and their enjoyment of reading. For example,

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Quality of teaching, learning and assessment is good

children are captivated by miniature books, eagerly naming each of the illustrations.

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Personal development, behaviour and welfare are good

Children build secure relationships with the childminder as she works well with parents and understands each child's needs. The childminder responds warmly and positively to children. She is a good role model and shows children that she genuinely cares about others. Children copy this and show care and concern for each other. The childminder encourages children to explain their play and this aids them in reviewing their learning. Children eagerly discuss how they made different models using boxes. Additionally, this builds children's confidence and the emotional stability they need when starting school.

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Outcomes for children are good

All children are making good progress and are developing the essential skills that support their learning and prepare them for school. Children who have special educational needs participate in activities that are tailored to their needs and support them in acquiring relevant skills and knowledge. For example, they enjoy word games and stories that aid the development of their vocabulary and help them to interact and express their views and ideas appropriately.

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Setting details

Unique reference number 219770 Local authority Central Bedfordshire Inspection number 1052938 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 9 Total number of places 6 Number of children on roll 7

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Telephone number

The childminder was registered in 1992 and lives in Dunstable. She operates all year round from 6.30am to 6pm, Monday to Friday except for bank holidays and family holidays. The childminder provides care for children who have special educational needs.

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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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