Linnell Joanna Jane

Inspection date 13 November 2018 Previous inspection date 1 July 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 attends regular training to enhance her professional development. For example, she thinks carefully about the skills she wants to develop so she can best support children's emotional well-being, and communication and language development. n The childminder helps children to learn how to keep themselves safe. For example, she questions them about why they think they should chop up large pieces of fruit. Children show a good understanding that they could choke if the pieces are too big. n The childminder effectively supports children's good health and she asks them to feel their heart beating after exercise. She explains how increased heart activity is good for them and encourages children to have a drink. Children use the word 'hydrated' as they pour water into their cups. n Children are highly independent in their play and self-care skills, and they can easily find the toys they want to use. Children support each other in their play, such as

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The provision is good

showing their friends how to put pieces in correct places as they complete puzzles. n The childminder observes children as they engage in activities and this helps her to identify their individual interests and what they need to learn next. She uses this knowledge to provide further activities that support children's good progress.

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It is not yet outstanding because:

n At times, the childminder does not give children the time they need to think about responses to her questions, to develop and express their own ideas.

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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 provide children with more time to respond to questions, to support them to develop their own thoughts and ideas.

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What the setting needs to do to improve further

Inspection activities n The inspector observed the childminder teaching the children through a planned activity and discussed the learning that was taking place with her. n The inspector looked at the areas of the premises used for childminding. n The inspector observed the childminder's and children's interactions through play and routine activities. n The inspector discussed children's development with the childminder and saw her assessment records and a range of other documents, including the safeguarding policy. n The inspector took into account 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 is aware of her role in keeping children safe and knows what to do should she have any concerns about the well-being of a child. She fosters good links with other childminders and they meet regularly to discuss ideas and to share good practice. In addition, she works closely with staff at local pre-schools and nurseries, helping to support continuity in children's learning between settings. The childminder is very well organised and has well-documented policies and procedures which help to underpin her good practice. She shares these with parents, when they register children with her, so that they understand her role and responsibilities, right from the start.

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Quality of teaching, learning and assessment is good

The childminder regularly tracks children's progress and identifies any emerging gaps in their development. She shares this information with parents to help them to know how to support children's learning at home. The childminder skillfully plans activities that engage children in effective learning. She generally teaches children well, appropriate to their development levels. For example, while playing hide and seek, she encourages some children to count independently. She supports others by counting with them. This results in children gleefully learning about mathematics in an enjoyable way. At other times, the childminder plans activities to help children learn about the world. For example, they talk about the different types of houses they live in and learn about each other's families.

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Personal development, behaviour and welfare are good

The childminder is a good role model. She speaks to children in a calm and polite manner. Children demonstrate they feel very comfortable in her home and company. They are sociable and talk freely to visitors about their experiences, such as how they saw a display of poppies for Remembrance Day. The childminder encourages children to develop an awareness of healthy eating. Children talk confidently about what is healthy food and thoroughly enjoy helping to prepare a snack and washing up afterwards. Children enjoy outings around the local area with the childminder, supporting their physical development well. The childminder builds strong partnerships with parents. They state their children are happy and they flourish under the care of the childminder.

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Outcomes for children are good

Children develop the skills that they need for their future learning, including school. For example, children concentrate for long periods, and are effective and motivated learners. Children develop good early mark-making skills as they use paint sticks with confidence. They take turns very well as they engage in board games with other children and the childminder. Children's visual perception is good. They demonstrate this through quickly noticing what is the same and what is different on cards they collect in games they are playing.

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Setting details

Unique reference number 505287 Local authority Central Bedfordshire Inspection number 10069211 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 1 - 7 Total number of places 6 Number of children on roll 7 Date of previous inspection 1 July 2014

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Registers

The childminder registered in 2005 and lives in Houghton Conquest, Bedfordforshire. She operates all year round from 7.30am to 6pm, Monday to Thursday, except for bank holidays and family holidays. The childminder provides funded education places for two-, three- and four-year-old children.

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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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