Wild, Kellie

Inspection date 2 April 2019 Previous inspection date 13 January 2016

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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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This provision is good

n The childminder communicates well with parents and supports them in understanding and building on their children's learning and development. For example, she offers advice and information about developmental stages. n The childminder is enthusiastic and continues to build on her practice, for example by completing further training. Recent training in understanding children's development enables her to more swiftly identify possible areas where they need more support. n The childminder uses her good knowledge of each child and her ongoing assessments to aid her in monitoring their progress. She quickly notes and addresses any weaker areas of learning. n The childminder has a good understanding of children's developmental needs and their interests. She uses this information to offer them activities that motivate and excite them. Children participate enthusiastically and make good progress in their learning.

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This provision is good

n Children respond to the childminder's calm, nurturing approach. They learn to manage their behaviour. For example, they discuss the house rules and go on to talk about feelings and how their behaviour affects others. n The childminder does not consistently offer as many outdoor opportunities to fully extend the development of children who prefer to play and learn outside. n The childminder does not offer children as many opportunities as possible that aid them in understanding how exercise affects their good health.

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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 enhance the use of outdoor areas to offer children who prefer to learn outside further play and learning opportunities n extend the support for children in understanding how healthy lifestyle practices, such as exercise, affect their health.

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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 the childminder about how she supervises her assistant. 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 and the assistant. She discussed the childminder's self-evaluation information 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

Arrangements for safeguarding are effective. The childminder maintains a good understanding of issues that may impact negatively on children's welfare and knows how to report any concerns. She supervises her assistant well and supports her in exchanging ideas for good practice and developing her knowledge further. The childminder conscientiously evaluates her work. She obtains feedback from parents and children and uses this information to inform pertinent improvements. The childminder works effectively with other childcare settings that children attend so that their care is consistent and their development is not interrupted as they move between settings.

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Quality of teaching, learning and assessment is good

The childminder plans activities well. She builds on these and offers further resources as one of the ways in which she supports children to extend their learning. For example, children use their communication skills as they describe what they think an octopus looks like. They then develop their knowledge of the uses of technology as they research online to find pictures of an octopus. They extend their search to cover other sea creatures. They then develop their creativity as they make collages and models of the creatures they have been learning about. Children learn to work together and share their knowledge. For instance, older children explain to younger ones how to sound out the letters on the wooden blocks. The childminder speaks clearly to children and encourages their speech. Children smile and giggle as they pretend to talk to the childminder on toy telephones. They develop their knowledge of mathematics when they copy the

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Quality of teaching, learning and assessment is good

childminder as they count the number of shapes they are posting into the shape sorter.

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Personal development, behaviour and welfare are good

Children settle quickly and build warm relationships with the childminder. They show their obvious enjoyment of her company as they readily involve her in their play and naturally turn to her for comfort and reassurance. The childminder offers children praise and encouragement and they enjoy sharing and celebrating their achievements. For example, they enjoy showing one another their drawings and artwork. This helps build their positive outlooks on play and learning. Children have many opportunities to develop their physical skills. For instance, children develop control of their hand muscles as they carefully shell peas. They develop use of their larger muscles as they participate in action rhymes and move to music.

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Outcomes for children are good

All children make good progress and develop the skills that support their learning and prepare them for school. Children learn to make decisions together and understand that everyone is individual and has different needs and interests. For example, children discuss their favourite activities and resources at the childminder's home and note the similarities and differences in these.

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Setting details

Unique reference number EY258267 Local authority Central Bedfordshire Inspection number 10073195 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 10 Date of previous inspection 13 January 2016

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Registers

The childminder registered in 2003 and lives in Sandy. She operates all year round from 7.30am to 5.30pm, 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

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Registers

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Registers

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Registers

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