Childminder EY398831

Inspection date

Previous inspection date 14 August 2017 29 January 2013

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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 built close partnerships with parents. She frequently shares assessments of children's learning with them. The childminder provides ideas and information that parents can use to further support their children's development at home in order to build on their good progress.  Children are very happy and settled in the childminder's care. Settling-in sessions meet children's individual needs. This helps children to build their confidence and relationships with the childminder and the other children who attend.  The childminder regularly evaluates her practice. She frequently gathers the views of parents and children. The childminder uses their ideas effectively when identifying areas for further development. She sets herself ambitious targets for improvement.  Children's speech and language skills are fully promoted by the childminder. She talks to them about what they are doing and repeats words to reinforce their learning. The

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This provision is good

childminder introduces new words into their play, such as volcano, float and sink.

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It is not yet outstanding because:

 The childminder does not seek enough information about what children already know and can do when they first start.  The childminder does not always make good use of opportunities for professional development to extend her knowledge and understanding to a higher level.

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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

 gather more information about what children already know and can do when they first start at the setting  expand continuous professional development opportunities to focus even more sharply on delivering the highest quality teaching.

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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 completed a joint evaluation of an activity with the childminder.  The inspector held a number of discussions with the childminder. She looked at relevant documentation and evidence of the suitability of persons living in the household.  The inspector spoke to children during the inspection.  The inspector took account of the views of parents through reading written feedback provided.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder has a good understanding about the signs and symptoms of abuse. She knows the procedures to follow and who to contact in her local authority with any such concerns. The childminder regularly evaluates the assessments of children's learning and development. This helps her provide support when needed to ensure children continue to make good progress. The childminder shares children's achievements and next steps in learning with other settings that children attend to help support a continuity of care.

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Quality of teaching, learning and assessment is good

The childminder carries out observations of children as they play. She uses this information to identify and plan their next steps in learning. Children eagerly take part in group games. They enjoy finding the matching card for the food they need from their shopping list. The childminder challenges children to predict if an item will float or sink. They experiment with various items and find it funny when a toy animals floats and then sinks when it fills with water. Children's early writing skills are promoted by the childminder. They enjoy the challenge of writing their name in chalk outside and talk about the colours they use to draw a rainbow.

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Personal development, behaviour and welfare are good

Children behave well. The childminder supports them to learn the skills of sharing and taking turns. She promotes their independence. For example, children help to tidy away toys when they have finished playing with them. The childminder promotes good hygiene practices and reminds children to wash their hands after outdoor play and before mealtimes. She talks to them about food that is good for them during mealtimes. The childminder provides children with daily opportunities for fresh air and exercise. They visit the local parks, garden centre and mill. Children enjoy riding on push-along bicycles in the garden. The childminder uses praise and encouragement to support children's self-esteem.

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Outcomes for children are good

Children are very eager to learn and enjoy the wide range of activities available. They delight in exploring different textures with the toy animals and insects. Children enjoy building a pond with small stones to provide water for the toy animals. They develop their imagination as they use a small shovel to move a toy frog around in the water. Children make good progress. They quickly learn the key skills ready for their next stage in learning and for their move on to school.

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Setting details

Unique reference number EY398831 Local authority Central Bedfordshire Inspection number 1065432 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 3 - 8 Total number of places 6 Number of children on roll 4

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Name of registered person

Date of previous inspection 29 January 2013

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Telephone number

The childminder registered in 2009 and lives in Sandy. She operates all year round from 7.30am until 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children.

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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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