Childminder in Central Bedfordshire

Inspection date 16 April 2019 Previous inspection date 3 May 2018

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This inspection: Good 2

Previous inspection: Requires improvement 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 Children's safety is promoted effectively. The childminder uses thorough risk assessments and supervises children closely. Children learn how to keep themselves safe, such as through good hygiene routines. They show a good understanding of why they need to wash their hands before eating. n The childminder gathers good information from parents when children first start. She uses this information effectively to help children settle quickly and to help her identify children's starting points in learning. n Children listen to the childminder and her assistant and they behave well. Children are praised for their efforts and achievements. This helps them to develop good levels of self-esteem. n The childminder helps children make good progress. She works closely with parents and key persons at other settings children attend. This helps to promote continuity in children's learning. n The childminder gives children uninterrupted time to explore, especially outdoors. She

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This provision is good

helps children to learn about volume as they play with water. For example, the childminder introduces concepts such as 'full' and 'empty'. She is aware of how and when to extend children's learning, such as by introducing the concepts of 'half full' and 'half empty'. n The childminder does not precisely plan for her own professional development, to help her to raise her knowledge and understanding to higher levels. n The childminder does not always give children enough time to answer questions to further support their thinking skills.

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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 focus professional development opportunities more precisely to help drive forward the quality of practice and teaching to an even higher level n when asking questions, allow children time to respond in order to develop their thinking skills further.

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What the setting needs to do to improve further

n The inspector looked at the areas of the premises used for childminding. She also sampled a range of documents, including the safeguarding policy and suitability checks. n The inspector observed the interactions between the childminder, her assistant and children during play and routine activities. n The inspector observed the childminder teaching children through planned activities, 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 their development and assessment records. n The inspector took account of 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

The childminder runs a busy setting and employs assistants to work with her and her co- childminder. The recruitment and induction procedures are robust and all suitability checks are undertaken. Right from the start, assistants are supported to understand their role and responsibilities, and the childminder seeks ways for them to continue with their ongoing professional development. Safeguarding is effective. The childminder and her assistants know how to identify possible signs of abuse and have good knowledge of wider safeguarding issues. They know what procedures to follow should they have any concerns about a child's welfare. Since her last inspection, the childminder has worked hard with her co-childminder to address the previous actions. The new procedures they use to observe and assess children's development means that children's progress is closely tracked.

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Quality of teaching, learning and assessment is good

The childminder is aware of where children prefer to learn. At the moment, she is caring mainly for boys who enjoy playing and learning in the garden. The childminder has organised the garden well with many activities, and all adults interact with children as they play. The childminder's assistant introduces children to numbers and counting as they throw balls through hoops. She gives them time to work out what number comes next and this supports their mathematical development. Children engage well in their play, for example, as they explore with different shaped pasta and fill and empty containers. The childminder extends children's language and helps them learn new words as she describes the textures they feel.

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Personal development, behaviour and welfare are good

Children develop secure relationships with the childminder, her co-childminder and assistants. They play happily and demonstrate they are comfortable in the childminder's home. Children learn about keeping themselves safe. For instance, they learn to climb and ride on balance bikes safely, and know how to use the larger scale equipment in the garden. The childminder provides children with a healthy, balanced diet and encourages them to have regular drinks of water. She offers parents advice on children's diets at home and she talks about seeing the effects of this, such as children beginning to eat a wider range of food. Parents speak positively about the childminder. They state their children are happy and are developing good communication skills. Parents say they are well informed of how children are developing and this helps them to support learning at home.

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Outcomes for children are good

Children make good progress in their learning. For example, they are able to recognise their own and other's names. Children carefully use their small-muscle skills to stick craft materials onto pictures. They learn to take turns and negotiate with others as they make up games outdoors. Children are developing a wide range of key skills and knowledge that support their readiness for school.

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Setting details

Unique reference number EY496195 Local authority Central Bedfordshire Inspection number 10084924 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 - 4 Total number of places 12 Number of children on roll 9 Date of previous inspection 3 May 2018

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Registers

The childminder registered in 2015 and lives in the town of Dunstable, Bedfordshire. She operates all year round from 7am to 7pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a childcare qualification at level 3. She works with a co-childminder and assistants.

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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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