Randall, Kelly

Inspection date 8 April 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 and her co-childminder work together to evaluate their setting in order to make continuous improvements. They reflect on their daily work to ensure that they can provide opportunities that help children to learn and develop. n Children have good opportunities for improving their physical development. The childminder plans regular opportunities for children to take part in activities, such as music and movement and outings to the local zoo. This helps children to be active and provides them with regular fresh air and exercise. n The childminder promotes children's mathematical development during activities and experiences to support their learning further. She encourages children to look at shapes and she introduces language that helps them to recognise different sizes, as they build a large 'castle' with toy bricks. n The childminder supports children's language development. She provides interesting

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This provision is good

story bags to help children identify a range of animal sounds which link to nursery rhymes. This has a positive impact on children's speech as they develop confidence to speak out in a group. n The childminder promotes children's personal, social and emotional development. Effective settling-in procedures mean that the childminder, her co-childminder and parents work together to support children's self-confidence. n The childminder is not regularly and precisely tracking children's progress in order to sharpen her planning and raise children's achievements to the highest level. n The childminder does not consistently reinforce children's growing awareness of how hygiene practices contribute to their good health. n Sometimes, the childminder does not react to children's changing interests, particularly during planned activities, and therefore they are encouraged to remain at these activities longer than they might choose to.

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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 refine the assessment of children's progress so that it gives a more regular picture of the achievements they make, in order to sharpen planning for their next steps in learning n enhance opportunities for children to learn about the importance of good hygiene and how it links with their health n make the best possible use of children's own choices about activities and play to fully promote and extend their learning.

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What the setting needs to do to improve further

n The inspector observed the quality of teaching during activities indoors and assessed the impact this has on children's learning. n The inspector observed an adult-led activity and evaluated this with the childminder. n The inspector held a number of discussions with the childminder and her co- childminder. She looked at relevant documentation and reviewed evidence of the suitability of persons living and working in the household. n The inspector spoke to children at appropriate times throughout the inspection. n The inspector took account of the views of parents through written reviews online and within children's learning records.

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Effectiveness of leadership and management is good

The arrangements for safeguarding are effective. The childminder demonstrates a good understanding of her role and responsibility to protect the children in her care. She is able to demonstrate some signs and symptoms of abuse and she knows the professionals to contact if concerns arise. This has a positive impact on children's welfare. The childminder and her co-childminder attend training together to ensure that their knowledge of legislation is consistently up to date. They regularly share good practice ideas and work together collaboratively to ensure that their teaching is consistently strong. The childminder has strong partnerships with parents, carers and other professionals. She promotes the sharing of information and discusses children's individual needs on a regular basis. This helps to fully support and complement children's care and learning experiences.

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Quality of teaching, learning and assessment is good

The childminder regularly observes children and assesses the good progress they make. She interacts warmly with children and she engages in their play, supporting them appropriately. Children have fun as they learn, for example by making marks in the flour during a cake making activity. The childminder uses the opportunity to extend children's learning. She encourages children to create different shapes and symbols. Children mix the ingredients. They use a range of different tools and are keen to participate as they take turns to add different ingredients. This develops their physical skills. Children are happy and demonstrate that they feel settled. The childminder regularly reads stories to them, which they listen carefully to. She extends this activity with additional opportunities to draw and colour in pictures of interest. This supports children's growing literacy skills.

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Personal development, behaviour and welfare are good

The key-person system is effective. The childminder and her co-childminder have key- person responsibility for individual children but demonstrate a good knowledge of all children in their care. Children behave well. They listen to the childminder and show a good understanding of the boundaries she implements. For example, children know that before they start an activity they must first tidy up the one they were previously involved in. This helps children to develop awareness for their personal safety. The childminder promotes children's independence. For example, children help to make their own lunches. They skilfully butter their bread and choose their sandwich filling. Mealtimes are sociable. The childminder sits with children and uses the opportunity to engage children in discussion. This supports children's personal, social and emotional development.

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Outcomes for children are good

Children are making good progress in their learning given their starting points and capabilities. They make strong relationships and form friendships with other childminded children. All children are prepared well for their next stage of learning and eventual move to school. They are imaginative and create their own games with teddies and dolls, and happily involve other children in their make-believe games.

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Setting details

Unique reference number EY547476 Local authority Central Bedfordshire Inspection number 10100218 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 0 - 6 Total number of places 6 Number of children on roll 13 Date of previous inspection Not applicable

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Registers

The childminder registered in 2017 and lives in Dunstable. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for three-year-old children. She works with a co-childminder on a daily basis.

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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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