Childminder EY499294

Inspection date

Previous inspection date 22 May 2017 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 works effectively with her co-childminder. She reviews her work and has made several positive changes, such as to the way that she plans activities for children.  The childminder has a good understanding about factors that influence children's development of speech and language. She supports children's communication and language skills well and they make particularly rapid progress in this area.  The childminder gets down to children's level, talks to them and listens to what they say. She is playful in her interactions and they enjoy including her in role play games.  The childminder promotes children's good health. They enjoy regular outings outside of the home where they develop their physical skills. On trips to the farm children learn about good hygiene and how to keep themselves safe.

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It is not yet outstanding because:

 The childminder does not prioritise arrangements for her professional development. She is not always fully up to date with the most pertinent changes that affect her work with children.  There are not consistently rich opportunities for children to learn about people, families and communities beyond their own experience.

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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

 enhance the programme for professional development to gain increased understanding about how changes affect work with children  increase the quality of planned activities for children that support their learning about people, families and communities beyond their immediate experience.

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Inspection activities

 The inspector observed children's learning activities and discussed a planned activity with the childminder and her co-childminder.  The inspector spoke to the childminder, the co-childminder and children throughout the inspection at appropriate times.  The inspector looked at required documentation, including evidence of the suitability of the childminder and her co-childminder.  The inspector read through written feedback left by parents and took account of their views.

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Effectiveness of the leadership and management is good

Arrangements for safeguarding children are effective. The childminder knows about the work of her Local Safeguarding Children Board. She takes steps to keep children safe in her care, such as carrying out risk assessments and taking action to maintain a safe environment. The childminder works effectively with parents. They share regular information and work in partnership to support children's learning. The childminder explains the benefit of learning from her co-childminder and sharing their ideas to provide good quality care. She works closely with other settings to help children settle in when they move on in their learning.

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Quality of teaching, learning and assessment is good

Activities are interesting for children. They immerse themselves in art activities where they develop small-muscle skills in their hands. The childminder helps them to understand how to use scissors safely and effectively. Children mix coloured paints together and use different types of brushes as they increase in skill when making marks and painting. Children learn about people who help us. They talk at length about fire fighters and share their knowledge about police officers. Dressing-up clothes and walkie-talkie toys help to bring this learning alive for children. The childminder makes accurate assessments of children's learning. She recognises when children need extra support in some areas and effectively addresses this in partnership with their parents.

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Personal development, behaviour and welfare are good

Children learn to talk about their feelings and understand their emotions. They look at pictures of faces on the wall with different expressions. The childminder uses this to help children to make decisions, such as if they are feeling hungry and would like more snack or they are feeling tired. Children form close relationships with the childminder and her co- childminder. They learn about being healthy and staying fit and talk with the childminder about how their bodies work as they pretend to be doctors. Children's special toys are valued by the childminder and her co-childminder and are included in role play games.

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Outcomes for children are good

Children are increasing their independence and confidence. They are capable communicators who make their needs known. Children make good progress in their learning and development. They learn the skills that they will need when they move on in their learning and eventually, start school. Children play together well. They understand rules and behave well. Children's understanding of mathematics is good for their young age. They are able to add and subtract small numbers and demonstrate their understanding, using fruit at snack time.

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Setting details

Unique reference number EY499294 Local authority Central Bedfordshire Inspection number 1047991 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 2 Total number of places 6 Number of children on roll 4

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Name of registered person

Date of previous inspection Not applicable

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Telephone number

The childminder registered in 2016. She works from her co-childminder's home in Dunstable. She operates all year round from 7.30am 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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