Childminder in Central Bedfordshire

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 is effective in promoting children's speech. For example, during story time, she uses strategies, such as open-ended questioning, to encourage children to think further. This has a positive impact on developing children's communication and language skills. n The childminder and her co-childminder evaluate their setting to make continuous improvements. They reflect on daily work to ensure that they can provide opportunities for children to make good progress. n The childminder promotes children's self-confidence. She encourages parents to work with her and her co-childminder to help children settle. For example, good settling-in procedures mean that parents share information about their children's individual needs and special requirements. This helps children to settle and feel secure. n Children are creative. They smile happily as they participate in action songs that they can move their bodies to. They pretend to be dinosaurs as they stomp and roar around

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This provision is good

the room. This promotes children's physical development. n Children demonstrate that they are happy and secure. They form close bonds with the childminder, her co-childminder and the other children cared for. This has a positive impact on children's emotional well-being. 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 On occasions, the childminder is not well prepared for adult-led activities, which interrupts children's 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 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 prepare for and organise adult-led activities to ensure that children can maintain the highest levels of engagement throughout.

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What the setting needs to do to improve further

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

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Effectiveness of leadership and management is good

The arrangements for safeguarding are effective. The childminder regularly attends child protection training. This helps to ensure that she is aware of the procedures to follow if concerns about children's welfare arise. The childminder knows the professionals to contact if she has a concern about a child in her care. This promotes children's safety. The childminder has an effective partnership with parents, carers and other professionals. They share information and discuss children's individual needs on a regular basis. This helps to fully support and compliment children's care and learning experiences. The childminder and her co-childminder attend training together to ensure that their knowledge of legislation is up to date. They carry out regular research for new ideas and initiatives and share good practice with other providers. This helps the childminder to ensure her good teaching is consistent and continuously improves.

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Quality of teaching, learning and assessment is good

The childminder is aware of children's likes and interests. She observes them regularly and assesses the good progress they make. Children involve the childminder in their play and interact happily with her. During a baking activity, they listen to the childminder and are quick and happy to respond to her questions. Children demonstrate a good understanding of numbers as they weigh and measure the different ingredients. Children have good opportunities to develop their physical skills. They take part in outings in the local community, which includes a regular music group. In addition to this, they have regular opportunities to explore a wide range of resources in the co-childminder's garden. The childminder effectively supports children as they develop new skills. For example, she encourages them as they learn to use scissors. The childminder models how to hold them appropriately and she supports children well.

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Personal development, behaviour and welfare are good

Children are independent. They identify and select their name cards when self- registering on arrival and are competent at helping to prepare their own sandwiches at lunchtime. The childminder supports children's personal, social and emotional development. She praises children for their kindness. For example, when older children support younger children during activities, the childminder recognises their help and thanks them. This promotes children's self-esteem. Children behave well. They wait patiently for their turn in group activities and demonstrate that they have built strong friendships with other minded children. The childminder knows the children in her care very well. She and her co-childminder have key-person responsibility for individual children but demonstrate a good knowledge of all the children in their care.

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Outcomes for children are good

Children are making good progress given their starting points and capabilities. They are gaining the necessary skills to be ready for school or the next stage of their learning. Children are confident. They are motivated to learn and eagerly engage in planned and spontaneous activities.

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Setting details

Unique reference number EY540763 Local authority Central Bedfordshire Inspection number 10089501 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 2016. She works on a daily basis with a co-childminder from her co-childminder's home in Dunstable. She operates Monday to Friday from 7.30am until 6pm, all year round, except for bank holidays and family holidays. The childminder provides funded early education for three-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

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

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