Childminder EY493100

Inspection date 4 June 2019 Previous inspection date 29 November 2018

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This inspection: Good 2

Previous inspection: Not met (with actions) 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 are happy and settled in the childminder's care. They enjoy the childminder's interaction and company as they learn through play. n The quality of teaching is consistently strong and children make good progress. The childminder knows when to step in to support and extend learning, and when to observe to give children time to make their own decisions and to solve problems themselves. n Children are kind, caring, tolerant and well behaved. They build confidence, for example, as they attend local groups and socialise with other children. n The childminder has just returned from maternity leave and balances the care of her own children with competently meeting the needs of childminded children. She has kept up to date with mandatory training and has plans to develop children's understanding of growing vegetables in the future. n Parents of children currently being cared for are very happy with the care that the

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This provision is good

childminder provides. They comment that their child has struck up a 'beautiful, friendly relationship' with the childminder's own child and that the childminder makes their child's day 'so full of fun'. n The childminder does not find out as much as possible from parents about what their children already know, understand and can do when they start, so that the assessment of children's starting points is as accurate as possible.

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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 seek more detailed information from parents about what children already know, understand and can do when they start so that this further enhances the accuracy of the assessment of children's starting points.

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What the setting needs to do to improve further

n The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning. n The inspector completed a joint evaluation of an activity with the childminder. n The inspector held a number of discussions with the childminder. She looked at relevant documentation and evidence of the suitability of persons living in the household. n The inspector spoke to children during the inspection. n The inspector took account of the views of parents through written feedback provided.

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Effectiveness of leadership and management is good

The arrangements for safeguarding are effective. The childminder understands her responsibility to report any concerns she may have about a child's welfare. This knowledge also extends to wider safeguarding issues. All required information about each child cared for is obtained at the start of care. The childminder communicates regularly with parents using an online messaging service. Parents appreciate this and say that the childminder always keeps them updated. Risk assessments are implemented successfully and this helps to ensure children's safety. The childminder has an accurate overview of her practice and has, for example, made improvements to her garden to enable children more opportunities to play outdoors when they wish. The childminder has an appropriate understanding of the importance of working with other providers if children attend more than one provision.

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Quality of teaching, learning and assessment is good

Children enjoy their learning. This is because the childminder supports activities well. She praises children's efforts and encourages them to persevere. For example, when children try to use scissors to snip play dough, the childminder models how to hold them to achieve the desired result. Children solve problems themselves and the childminder gives them time to do this. For example, a child identifies that a piece of the train track is 'too bumpy' to fit with the other straight pieces. The childminder uses opportunities to extend children's learning by asking further questions. The systems for observation and assessment are in their early stages following the childminder's return to caring for children. Planning is based on children's needs and attendance patterns.

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Personal development, behaviour and welfare are good

Children are happy to share with others and this behaviour is praised by the childminder. There is mutual respect between the childminder and children. The childminder gives children opportunities to make choices and positively encourages them to share their thoughts and make independent decisions. Children are provided with a healthy and balanced range of snacks and drinks. Meals are provided by parents and what is eaten is communicated to them.

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Outcomes for children are good

Children learn and develop the key skills to support their future learning, for example, at school. They understand and use size language, for example, as they comment on the toy giraffe's 'long' legs and neck. Children show a determined approach to finish tasks they start, for example by finding curved train track pieces so that they can join up the two ends of the track. They are interested and engaged in learning, which provides the foundation they need for when the time comes to go to school.

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Setting details

Unique reference number EY493100 Local authority Central Bedfordshire Inspection number 10107388 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 2 - 2 Total number of places 6 Number of children on roll 1 Date of previous inspection 29 November 2018

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Registers

The childminder registered in 2015. She operates from 8am to 5pm during term time only, Monday to Thursday. 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

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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Registers

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open- government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

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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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