Childminder 219522

Inspection date

Previous inspection date 14 November 2017 9 September 2014

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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 good knowledge and understanding of child development. She meets children's learning and care needs effectively.  Children learn well through play. The childminder holds useful conversations with them to help their play become more purposeful.  The childminder skilfully promotes children's communication and language skills.  The childminder knows exactly what each child can do and what interests them. She regularly reviews their progress and uses this information to meet their needs. Children make good progress.  The childminder reviews her provision to drive improvement. She seeks out new ideas and developments in childcare from other professionals to enhance her teaching and improve outcomes for children.  The childminder provides well-targeted activities to develop children's physical skills.  Relationships are excellent. The childminder has cultivated great trust and

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This provision is good

understanding with each child and they are very confident in asking for help.  The childminder works closely with parents to meet children's learning and care needs. Children feel extremely settled and secure. Parents are very pleased with the childminder's methods and practices.

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It is not yet outstanding because:

 The childminder does not consistently challenge and extend children's learning to help them make really rapid progress.

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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

 offer further challenge and extend children's learning to help raise their achievements to outstanding levels.

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Inspection activities

 The inspector observed activities in the childminder's setting and the impact her teaching has on children's development.  The inspector spoke with the childminder and the children when appropriate.  The inspector carried out an observation with the childminder during the inspection.  The inspector discussed the childminder's self-evaluation, risk assessments, policies and procedures. She looked at a range of other relevant documentation.  The inspector took account of parents' views in questionnaires and reviews made available during the inspection.

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Effectiveness of the leadership and management is good

Children respond readily to a welcoming, well-organised and stimulating environment. They enjoy a range of well-planned practical and creative activities that stimulates their curiosity. For example, they learn how vegetables grow and where eggs come from, and explore textures and colours when collecting leaves from different trees to make their autumn pictures. The childminder observes children's play and uses the information she gains to plan for the next steps in their learning. She shares this information with parents. Safeguarding is effective. The childminder has clear safety procedures and follows these closely to promote children's safety. She is alert to any signs that children may be at risk of harm and knows how to report any concerns.

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Quality of teaching, learning and assessment is good

Recent training has led to an improvement in two-way communication with very young children. The childminder speaks with clarity and precision and makes constant eye contact with children. Even very young children instantly pay attention when she speaks. The childminder encourages children to be imaginative. For example, they act out different stories in a den they make. The childminder poses questions in a variety of ways and gives children time to think things through before guiding them. For example, very young children work out which piano keys to use for high and low notes or how to increase and decrease pressure to alter the volume. Children become good listeners. They learn about letters and the sounds they make in words. They enjoy sharing books with the childminder. Children count objects and compare sizes and shapes. Young children handle and explore a variety of items. They develop their muscles to aid early writing skills.

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Personal development, behaviour and welfare are good

The childminder helps children to recognise their own and each other's efforts and praises their achievements. Children copy this example. They learn to cooperate and tolerate each other's differences. Their behaviour is good. Younger children quickly learn to become independent. For example, they make choices about dressing or resting, putting on coats and shoes. They learn effectively about keeping safe, for example, on walks in the local area. The childminder discusses the benefits of healthy eating with children. The childminder works with parents to promote independence in personal care and healthy lifestyles.

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Outcomes for children are good

Children have good attitudes to learning. They learn with enjoyment about the world and how things work. Children gain a good range of skills that prepares them for the next stage in their education. They acquire early literacy and mathematical skills. Children become independent and resilient from a young age.

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Setting details

Unique reference number 219522 Local authority Bedford Borough Inspection number 1103201 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 8 Total number of places 6 Number of children on roll 13

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Name of registered person

Date of previous inspection 9 September 2014

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Telephone number

The childminder registered in 1995 and lives in Bromham, Bedfordshire. She operates from 7.30am to 6pm, Monday to Friday, for most of the year.

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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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