Childminder EY537460

Inspection date 18 October 2018 Previous inspection date Not applicable

p.1

This inspection: Good 2

Previous inspection: Not applicable Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Good 2 Outcomes for children Good 2

p.1

The provision is good

n The childminder develops close bonds with the children. She effectively supports and provides for their individual needs. Children settle quickly and are confident, happy and self-assured. n The childminder provides interesting activities indoors and outside in the garden. Children are excited to play and use the varied resources. n Accurate assessment of children's development is regularly completed. The childminder knows the children well and plans activities that are suited to their stage of development. They make good progress from their individual starting points. n Children behave well. The childminder is an effective role model. She reminds children to use good manners and help children to understand the importance of sharing resources. She gives encouragement and praise as they play. n The Childminder has good relationships with parents. They speak highly of the care their children receive. Information about children's learning and development is

p.1

It is not yet outstanding because:

n The childminder has not fully explored ways to further enhance her professional development to continue to build on her currently good quality teaching. n The childminder does not always use a full range of strategies to support children's early language development.

p.1

What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

p.2

What the setting needs to do to improve further

n explore further professional development opportunities that raise the quality of teaching to an even higher level. n build on the range of strategies used that help support children's early language development.

p.2

What the setting needs to do to improve further

Inspection activities n The inspector viewed a range of documents, including relevant policies and evidence of the suitability of persons living and working in the household. n The inspector held discussions with the childminder and looked at evidence of her training. n The inspector observed children as they played. n The inspector took account of the written views of parents. n The inspector viewed areas in the property used for childminding.

p.2

Effectiveness of leadership and management is good

Safeguarding is effective. The childminder has a good knowledge of how to keep children safe. She carries out the necessary checks to her premises. Children are cared for in a safe environment. The childminder knows how to respond should she have any concerns about the welfare of a child in her care. Partnerships with other professionals are good. The childminder communicates with local schools where children also attend. She gains the information needed to support children's welfare and provides continuity of care. The childminder regularly meets with other childminders through networking events and uses this opportunity to share best practice. This helps her to reflect on her provision and introduce new ideas.

p.3

Quality of teaching, learning and assessment is good

Children enjoy a good balance of child-led and adult-led learning. The childminder supports children's learning well. For example, when listening to songs, the childminder joins in with the words and models actions to help involve the children. She also allows them time to express their own individual creativity. They have fun dancing and moving to the music. The childminder provides a treasure box in a quiet area to play. Children explore the contents independently. Younger children feel the unusual items that have been placed inside, while the older children open the small boxes to find the 'treasure' placed inside. Children play with water and sand outdoors in the fresh air. They use a wide variety of different tools during physical play and develop their mathematics skills as they empty and fill containers. They begin to understand the world around them.

p.3

Personal development, behaviour and welfare are good

Children enjoy nutritious foods and have opportunity to practise their self-help skills. They wash their hands, choose their own snack and develop cutting skills as they help to prepare food. Children learn how to help each other. For example, older children cut slices of bananas and share them with younger children. The childminder provides appropriate support for each individual child. They become confident and have good self- esteem. Children spend a lot of time in outdoor play. The childminder continues to develop the learning opportunities in her well-designed garden space. She provides opportunity for children to visit local play groups. For example, music and movement sessions, story sharing at the library and church groups. This helps children to learn about their local community.

p.3

Outcomes for children are good

Children demonstrate a positive attitude to learning. They use many resources that build their small muscles in preparation for writing. They develop good relationships with their peers and play well together. Children are well prepared for the next stage of learning and their move onto school.

p.3

Setting details

Unique reference number EY537460 Local authority Central Bedfordshire Inspection number 10079195 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 1 - 5 Total number of places 6 Number of children on roll 4 Date of previous inspection Not applicable

p.4

Registers

The childminder was registered in 2016 and lives in Shefford. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. She also offers overnight care. The childminder has an appropriate qualification at level 3.

p.4

Registers

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.

p.4

Registers

procedures set out in the guidance Complaints procedure: raising concerns and making complaints about Ofsted, which is available from Ofsted's website: www.ofsted.gov.uk . 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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.

p.4

Registers

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.5

Registers

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

p.5

Registers

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: www.ofsted.gov.uk/user .

p.5

Registers

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.5