Childminder EY500196

Inspection date 23 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 plans a range of activities that interest and challenge children of all ages. Children respond eagerly to the stimulating indoor and outdoor environments, and become deeply engaged in their chosen activities. n The childminder knows each child very well. She observes children closely and forms an accurate picture of their development. She uses this to inform her planning and to close any gaps in children's learning. All children make good progress. n Parents feel fully informed about their child's progress. This helps them to give constant positive reinforcement to children's learning experiences. Parents say they are delighted with their children's progress and the service the childminder provides. n Children form close relationships with the childminder and build strong friendships across all age groups. All children become considerate of each other in all activities. They share ideas and wait patiently to take turns. Behaviour is very good.

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This provision is good

n The childminder holds useful conversations with children and helps them to play more purposefully. For example, when they try to use dry sand to build castles, the childminder suggests investigating the effects of adding water. Children become inquisitive and confidently ask probing questions. n Children delight in the wealth of opportunities for fresh air and exercise in the outdoor area. They enthusiastically extend their physical skills on large play equipment, such as balancing and bouncing apparatus. n The childminder has well-structured communications with a group of fellow childminders. They exchange a wealth of ideas and findings based on their successes. However, the childminder has not yet focused sharply on enhancing the quality of her teaching to improve outcomes for children even further.

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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 strengthen the programme of professional development to consistently raise knowledge and skills of teaching to improve outcomes for children even further.

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What the setting needs to do to improve further

n The inspector observed activities in the childminder's setting and the impact her teaching has on children's development. n The inspector spoke with the childminder and the children at appropriate times during the inspection. n The inspector carried out an evaluation of an activity with the childminder. n The inspector discussed the childminder's self-evaluation, risk assessments, policies and procedures. She looked at a range of other documents. n The inspector spoke with parents and looked at written reviews. She took account of parents' views.

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Effectiveness of leadership and management is good

The childminder has a very good knowledge and understanding of her responsibilities to meet all legal requirements. She has clear and comprehensive safety procedures which she follows closely to promote children's safety. She is alert to any signs that children may be at risk of harm and knows how to report concerns. Safeguarding is effective. Children learn to take safe risks and are encouraged to assess levels of safety for themselves. For example, they discuss how to keep safe from possible harm when using outdoor apparatus or during walks in the local area. The childminder regularly evaluates her provision and makes improvements. She has evaluated whether she communicates day-to-day events with parents as clearly and concisely as possible. Following feedback from parents, she also reviewed how she communicates the progress children make. Parents say they are extremely appreciative of how the childminder works with them.

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Quality of teaching, learning and assessment is good

The childminder has a good knowledge and understanding of how children learn. She encourages them to make small steps to build on success and move to the next stage of learning. For example, when she cuts fruit, she encourages young children to compare shapes and sizes. Children count the dots on a large dice and match the number with jumps they make. They count objects and match these to written numbers. When they are ready, the childminder challenges children to fill in missing numbers on a number line and encourages them to check their entries. The childminder adjusts her teaching to meet each child's needs.

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Personal development, behaviour and welfare are good

The childminder has high expectations for children and consistently shows them respect and patience. In turn, they learn to be kind and to value one another. Children meet their personal needs very well, given their young age. They grow in confidence with the love and praise they receive. Very young children become independent, for example, when they dress themselves for all weathers. They also learn how people dress for different roles in life, for instance, when they visit an air force museum. Children enjoy and appreciate well-balanced nutritious meals and this helps contribute to their understanding of healthy eating.

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Outcomes for children are good

Children develop positive learning attitudes and enjoy challenges. They frequently share books and become attentive listeners. For example, they listen intently to repetitive refrains in stories and join in as the childminder reads to them. Specifically targeted activities help to develop precise muscle control which helps to prepare the children well for writing. Children learn the sounds that letters of the alphabet make and how to write their names. Children acquire early literacy, mathematical and life skills. They are well prepared for the next stage in their education.

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Setting details

Unique reference number EY500196 Local authority Central Bedfordshire Inspection number 10059516 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 3 - 8 Total number of places 6 Number of children on roll 5 Date of previous inspection Not applicable

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Registers

The childminder registered in 2016. She operates all year round from 8am to 6pm, Monday to Thursday, except for bank and family holidays. The childminder provides funded education for two-, three- and four-year-old children. She holds an appropriate qualification at level 3.

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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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