Childminder 105195

Inspection date

Previous inspection date 29 March 2018 3 June 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 demonstrates a secure understanding of how to keep children safe. She continually assesses risks in her home and on outings. Furthermore, the childminder actively involves children is risk assessing, such as helping them to think about how they can protect their health and well-being in different weather conditions.  Children enjoy learning and develop the skills they need for the next stage of their learning. The childminder continually tracks children's progress to help ensure that they are making good progress and that there are no gaps in their learning.  Children thoroughly enjoy looking at photographs depicting the many outings and experiences they have shared with the childminder. They recall events, such as outings and birthday parties. Children demonstrate their strong attachment to the childminder and their fondness for other children with whom they share these experiences.

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It is not yet outstanding because:

 The childminder does not consistently recognise when children are interested in rhyming words and so misses opportunities to teach them about rhyme and sound patterns.  The childminder does not enhance children's understanding of similarities and differences between themselves and their families.

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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

 provide further opportunities for children to enjoy rhyming and rhythmic activities  enhance children's understanding of similarities and differences between themselves and their families.

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Inspection activities

 The inspector observed the childminder joining in activities with children and discussed the learning that was taking place with her.  The inspector looked at the areas of the premises used for childminding.  The inspector took into account the written views of parents and the childminder's reflections on her practice.  The inspector looked at children's development and assessment records, evidence of the suitability of household members and a range of other documents, including the safeguarding policy.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder knows how to meet children's needs swiftly in the event of a child protection concern. She reflects on her practice and looks for ways to make effective improvements. The childminder seeks appropriate professional development opportunities to help her to improve her knowledge and skills. For example, she undertakes training to help her to develop children's learning outdoors and is looking at further ways of keeping children safe. The childminder regularly tracks children's progress and identifies any emerging gaps in their development. She shares this information with parents and with key staff at other settings children attend. This helps to promote continuity in children's learning.

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Quality of teaching, learning and assessment is good

The childminder teaches children mathematics well. For example, she uses books to help them to understand time. Children quickly work out how to move the hands of a clock so it displays different times, such as mealtimes. The childminder uses children's interest in completing puzzles to help them to begin to understand shape and angles. Children show a good awareness of straight lines and corners. The childminder observes children's development as they play and this helps her to identify their individual interests and next steps in learning. She uses this knowledge to plan further activities that build on children's skills and to support children's overall good progress. The childminder plans extra activities for children who will soon be moving on to school. This includes helping children learn how to write their names and recognise other letters and words.

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Personal development, behaviour and welfare are good

Children build positive relationships with the childminder, and they benefit from her continuous care over many years. Children are confident and relaxed and clearly enjoy their time with her. The childminder effectively supports children's good health, such as providing nutritious meals and snacks. Children are highly independent in their play and self-care skills, such as knowing to wash their hands before eating. The childminder provides children with regular opportunities for outdoor play. They practise their physical skills as they play in the garden and go on visits to parks and woodlands. The childminder builds strong partnerships with parents. They state that their children are happy, they behave well and develop skills to help keep themselves safe, such as when using the internet.

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Outcomes for children are good

All children develop effective skills that they need to aid their future learning and the eventual move to school. Children enjoy imaginative play. They dress up as different characters and are able to act out different roles very well. They show their emerging leadership skills as they lead and direct others in their play. Children learn how to use tools, such as scissors, correctly. They are keen to cut out their own pictures and know when they need to ask for help.

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Setting details

Unique reference number 105195 Local authority Central Bedfordshire Inspection number 1063575 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 4 - 8 Total number of places 6 Number of children on roll 4

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Telephone number

The childminder registered in 1997 and lives in Toddington, Bedfordshire. The childminder operates from 7.30am to 6pm from Monday to Thursday during term time, and from 7.30am to 6pm from Monday to Friday during school 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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