Childminder in Central Bedfordshire

Inspection date 18 February 2019 Previous inspection date Not applicable

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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

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This provision is good

n The childminder builds professional partnerships with parents. She communicates well and supports parents in extending their children's learning. For example, she offers information about activities and books that children have particularly enjoyed. n The childminder completes training and carries out research to aid her in further developing her practice. She now offers children an extended variety of craft activities to support them in developing their creativity. n Children enjoy regular trips to local facilities such as parks, children's groups and a nearby zoo and farm. These support them in understanding their community and in noticing and respecting differences. n Frequent checks on children's progress enable the childminder to quickly identify and address any weaker areas in their learning. She now offers children additional activities and resources that extend their interest in writing and support them in learning to form

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This provision is good

letters. n The childminder observes children and uses her knowledge of them to plan activities and resources that capture their attention. Children make good progress and participate enthusiastically, developing new knowledge and skills as they play and have fun. n The childminder does not always work as effectively as possible with other childcare settings that children attend, to promote a shared approach to children's development. n The childminder sometimes carries out tasks for children that they could do themselves and so does not consistently promote their independence.

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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 build on the opportunities to work more effectively in partnership with all other childcare providers that children attend n extend the opportunities that support children in developing their independence.

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What the setting needs to do to improve further

Inspection activities n The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning. n The inspector talked with children and the childminder at appropriate times throughout the inspection. She reviewed an activity with the childminder. n The inspector looked at evidence of the suitability of household members. She discussed the childminder's self-evaluation and viewed a range of other documentation, including the safeguarding procedures. n The inspector viewed written feedback from parents and took account of their views.

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Effectiveness of leadership and management is good

The arrangements for safeguarding are effective. The childminder reads relevant documentation and completes training to keep her knowledge of this area up to date. She fully understands the issues and situations that pose a threat to children's welfare, and knows how to report any concerns to the appropriate agency. The childminder continuously reviews her work and makes pertinent improvements. For example, a recent reorganisation of the playroom means that children have additional space to set out the toys and resources.

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Quality of teaching, learning and assessment is good

The childminder interacts well with children and skilfully maintains their interest. For example, when reading a book, she asks children questions about the illustrations and they predict what will happen next and use their mathematical skills to count items. The childminder offers children opportunities to reinforce and build on their knowledge. After reading about animals, children help set up a toy farm. They talk about the different animals and compare farm animals to ones they see on visits to the zoo. The childminder makes good use of spontaneous learning opportunities as a way of extending children's learning. For instance, on a windy day, children use their creativity and problem-solving skills to make kites. Children develop good communication skills. The childminder talks clearly to them and explains new concepts. For example, children use toy tools to mend a train track, and the childminder encourages them to name the tools and explains the

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Personal development, behaviour and welfare are good

The childminder obtains thorough information from parents so that she understands each child's needs, routines and interests. She uses this to help children settle and to plan initial activities that engage children's interest and promote their learning. The childminder continues to build her knowledge of each child and uses this to inform her work. For example, she sensitively supports children in understanding feelings and recognising how their actions affect others. The childminder offers children opportunities that aid them in understanding their learning. For example, children grow in confidence as they review their assessment records and note the progress they are making. Children have many opportunities to develop their physical skills. For instance, young children develop control of their hand muscles as they select and join wooden train tracks.

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Outcomes for children are good

All children make good progress. The childminder's effective teaching techniques aid them in developing the necessary skills that support their learning and prepare them for school. Children learn to share their ideas and work cooperatively. For example, they work together to complete a large puzzle, eagerly helping one another to count the items illustrated on each puzzle piece.

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Setting details

Unique reference number EY540498 Local authority Central Bedfordshire Inspection number 10089704 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 - 9 Total number of places 6 Number of children on roll 6 Date of previous inspection Not applicable

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Registers

The childminder registered in 2016 and lives in Dunstable. She operates all year round from 7am to 4.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education 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

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 .

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Registers

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Registers

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Registers

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

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