Childminder in Central Bedfordshire

Inspection date 20 March 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 Outstanding 1 Outcomes for children Good 2

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This provision is good

n The childminder thoroughly reflects on all areas of her practice and identifies where she can enhance this further. The childminder is dedicated to providing the best possible outcomes for children. n The childminder develops very strong partnerships with parents and other professionals, such as teachers. Parents state their children are extremely happy in her care and are making very good progress. Teachers at the local school provide written feedback about how the childminder extends children's learning in her home. n Children have excellent communication and language skills. They readily join in conversations, giving their opinions and ideas. Children copy the childminder's good use of manners and use 'please' and 'thank you' appropriately. n The childminder's setting is full of happy, carefree children. They constantly chatter and laugh as they play. Children know how to use technology to find their favourite music.

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This provision is good

They dance around, expressing themselves well through movement. n The childminder teaches children how food grows. They sow seeds, plant out seedlings in the garden and tend them as they grow. The childminder involves families in harvesting vegetables at a local farm. This has a positive impact on children's healthy eating habits. n The childminder does not always gain sufficient information from parents on what children can already do when they start to attend. Consequently, she does not always identify every child's starting points in learning.

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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 gain more detailed information from parents on entry to identify children's starting points in learning.

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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 childminder's and children's interactions through play and routine activities. n The inspector observed the childminder teaching the children during a planned activity and discussed the learning that was taking place with her. n The inspector discussed the progress children are making with the childminder and looked at children's development and assessment records. She also saw a range of other documents, including the safeguarding policy and suitability checks of household members. 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 understands how to swiftly meet children's needs in the event of a child protection concern. She knows the children well and states that she would quickly notice any concerns about their well-being. The childminder reflects on her practice and on children's needs, and looks for ways to make effective improvements. For example, she has recently found out that her current parents intend to leave their children at her setting until they start school. Consequently, the childminder has identified training courses to help her to develop her teaching skills on topics such as phonics so that she can teach children skills that prepare them for school.

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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 sets clear next steps for children, based on their developmental needs and individual interests. The childminder plans activities that engage children in exploration and learning very well. For example, she asks them if they can help her set up a farm. Children eagerly participate and suggest what the resources could represent. The addition of breakfast cereals to the play enables the childminder to engage children in discussions about how corn and wheat are used to make the cereal. The childminder introduces older children to mathematical concepts such as numbers and quantity. She models the use of positional words well to younger children, for example when they place animals on top and under pots.

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Personal development, behaviour and welfare are outstanding

The childminder provides an exceptionally welcoming and inspiring environment. Children are able to choose from a wide range of highly stimulating toys and resources. The childminder places utmost priority on promoting children's emotional and physical well-being. Children form firm friendships with each other and learn to share and take turns exceptionally well. The childminder is an excellent role model and provides a wealth of praise and encouragement. Children thrive on her praise and their behaviour is excellent. The childminder expertly supports children's good health. For example, she provides home-made nutritious meals and snacks. Children benefit from high-quality learning experiences and physical activity outdoors in the childminder's garden, and at local parks and farms.

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Outcomes for children are good

Children demonstrate a strong sense of self-confidence. They engage very well in conversations with the childminder and with visitors to the setting. Children show a keen interest in books and show a good understanding of how their favourite stories are structured. They access factual books that help to extend their knowledge, such as about farms. Children make good progress and develop effective skills that prepare them for their future learning and eventual move to school.

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Setting details

Unique reference number EY541328 Local authority Central Bedfordshire Inspection number 10089738 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 Not applicable

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Registers

The childminder registered in 2016 and lives in Ampthill. She operates all year round, from 7am to 7pm from Monday to Friday, except for bank holidays and family holidays.

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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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