Lawrence, Noemi Rocio

Inspection date 7 November 2018 Previous inspection date 8 December 2014

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This inspection: Good 2

Previous inspection: Good 2 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

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The provision is good

n The childminder reflects on her practice and looks for ways to make effective improvements. For example, she recently identified that some children prefer to learn outdoors and has subsequently developed her garden into a more effective learning environment. n Children develop secure attachments to the childminder. She is aware of when they may need extra support, such as when new babies start to attend. She considers how she can help children express their feelings through these transition times, such as by providing appropriate play opportunities based on the needs of babies. n The childminder helps children to make good progress. She skilfully teaches them, such as about space and shape as they build tracks and fill and empty containers. At other times, the childminder helps children to learn about the world through seasonal walks and caring for living creatures. n The childminder encourages children to make choices about what they want to do and

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The provision is good

respects their requests, such as repeating activities when they ask to.

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It is not yet outstanding because:

n The childminder does not always gain sufficient initial information from parents about what children can already do, to help her to swiftly and precisely identify their starting points in learning. n The childminder does not consistently provide opportunities for children to learn about and celebrate the diversity of their backgrounds, or to help them to develop the best understanding of people in the wider world.

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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

n find more effective ways to gain information from parents about what children can already do, to identify their starting points in learning from the outset n provide more opportunities for children to learn about and celebrate the differences in each other and develop an understanding of people in the wider world.

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What the setting needs to do to improve further

Inspection activities n The inspector looked at the areas of the premises used for childminding. n The inspector observed the interactions between the childminder and children during play and routine activities. n The inspector observed the childminder teaching children during a planned activity and discussed the learning that was taking place with her. n The inspector discussed assessment and children's development with the childminder and sampled a range of documents, including the safeguarding policy. n The inspector took account of the written views of parents and discussed the childminder's reflections on her practice with her.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder knows how to swiftly meet children's needs in the event of a child protection concern. She takes appropriates measures to keep children safe in her home and on outings. For example, she keeps notes on her person about her role as a childminder and who should be contacted in case of an emergency. The childminder regularly reflects on her ongoing professional needs. She undertakes relevant training that helps to enhance her knowledge and teaching skills. On completion of courses, the childminder reflects on and evaluates her learning. This helps her to identify where she can implement new ideas into her practice. The childminder supervises her assistant appropriately on the occasions they work together and he holds an appropriate first-aid qualification. The childminder tracks children's progress and identifies any emerging gaps in their development. She shares this information with

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Effectiveness of leadership and management is good

parents to help promote continuity in children's learning.

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Quality of teaching, learning and assessment is good

The childminder is aware of children's current interests and learning styles. She uses these to plan activities and she skilfully teaches children as they explore. For example, she provides many sensory experiences for children to investigate. The childminder introduces mathematical language and numbers as children make hand and footprints with paint. She supports children's communication and language development as she helps them to recall their previous experiences. In this instance, how they saw leaves on a walk that were the same colours as the paints they are using. The childminder observes children's development as they engage in planned activities and play and this helps her to identify their next steps in learning.

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Personal development, behaviour and welfare are good

The childminder effectively supports children's good health, such as by providing them with regular opportunities for outdoor play. They practise their physical skills as they play in the garden and use large equipment at the local parks. Children are developing good independence skills. For example, from a young age, they use cutlery with ease to feed themselves and are becoming increasingly aware of their own needs in relation to sleeping and using the bathroom. Parents speak positively about the childminder. They state that their children are happy, grow in confidence and develop good communication and language skills under her attentive care.

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Outcomes for children are good

Children use hand and arm movements well, such as to fix pieces of train track together and to make circular marks with paint. They are constantly busy and content in their play and learning. Children enjoy sharing books with the childminder, they know how to make sounds work by pressing buttons and are able to talk about the pictures. All children are developing skills that they need to aid their future learning and eventual move on to school.

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Setting details

Unique reference number EY421708 Local authority Bedford Inspection number 10069079 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder Age range of children 0 - 7 Total number of places 6 Number of children on roll 5 Date of previous inspection 8 December 2014

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Registers

The childminder registered in 2011 and lives in Kempston. She operates all year round from 6.30am to 6.30pm, Monday to Thursday, except for bank holidays and family holidays. The childminder works with an assistant on a very occasional basis. The childminder holds an appropriate early years qualification at level 2.

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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.

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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.

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Registers

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Registers

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Registers

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Registers

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