Childminder in Bedford

Inspection date 4 June 2019 Previous inspection date 8 October 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 The childminder has a very good knowledge and understanding of the early years foundation stage. She knows how to achieve the high standards that she sets for herself, her assistants and children. She has worked with other professionals to address all weaknesses identified at the previous inspection. n The childminder provides a well-organised environment in a homely atmosphere. She plans activities that interest and challenge children of all ages, using a range of stimulating resources both inside and outside. n Children respond eagerly and become engrossed in their chosen activity. For example, they are delighted to search through the 'album of families'. They reflect on family events and share them with each other. Children confidently talk about who is in the picture and how they are related to them. n The childminder and her assistants expertly read stories to children and capture their imaginations. Children concentrate on the pictures and listen attentively. Older children

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This provision is good

begin to ask probing questions and develop their understanding. n Children delight in the wealth of opportunities for fresh air and exercise in the outdoor area. Very young children enjoy the resources and safe methods that help them to practise walking independently. Older children gain confidence to safely extend their physical skills on larger play equipment. n The childminder and her assistants have a nurturing manner, with high expectations and well-established routines. This supports children's good behaviour. n The childminder and her assistants observe children closely and use information gained to accurately inform planning and fill gaps in their learning. All children, including those who speak English as an additional language, make good progress. Nonetheless, there is scope to make the already successful assessment more precise. n Parents highly recommend the setting. They are very pleased with the care their

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This provision is good

children receive and the progress they make. On occasion, the childminder does not make the most of opportunities to involve parents fully in promoting 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 focus assessments of children's learning and development more sharply on helping children make the best possible progress n strengthen opportunities for parents to be more closely involved in sharing information about children's learning and developmental needs.

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What the setting needs to do to improve further

n The inspector observed activities in the childminder's setting and assessed the impact of teaching on children's development. n The inspector spoke to the childminder, her assistants and children at appropriate times throughout the inspection. n The inspector carried out an evaluation of an activity with the childminder. n The inspector looked at relevant documentation. She discussed the childminder's self- evaluation, risk assessments, policies and procedures. n The inspector spoke to parents and took account of their views.

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Effectiveness of leadership and management is good

The childminder and her assistants have a very good knowledge and understanding of their responsibilities to meet all legal requirements. They know and understand clear and comprehensive safety procedures, and follow them closely to promote children's safety. Safeguarding is effective. The childminder and her assistants are alert to any signs that children may be at risk of harm and know how to report concerns. Since the last inspection, all training in safeguarding has been successfully updated. The childminder vets her assistants closely to confirm their suitability to work with children and provides a thorough induction. She carries out detailed observations and supervisions to target training and ensures they are always progressing towards well-defined goals. The childminder has reviewed how best to observe children's development, and there is now a dedicated time for that. The childminder and her assistants constantly evaluate

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Effectiveness of leadership and management is good

resources. Children now explore contents of 'topic baskets' with curiosity and interest. They handle and manipulate a wide range of materials. For example, they compare the textures of a naturally sourced sponge and loofah with artificially manufactured equivalents.

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Quality of teaching, learning and assessment is good

The childminder and her assistants know children's abilities and whether they need to correct, repeat or extend children's language. They teach children to listen to the sounds of words and how to use different words in sentences. Children enjoy repeating refrains in songs and rhymes which they sing throughout the day. Children press and roll out dough to make pretend cakes and biscuits. They count, explore and name the shapes they have made. Children develop hand muscles as they work towards holding a pencil. The childminder provides a variety of good-quality resources to help support children to make patterns and marks on paper. Teaching is adjusted to meet each child's needs throughout all activities.

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Personal development, behaviour and welfare are good

The childminder and her assistants consistently show children respect and patience. They reassure very young children with a cuddle. Children learn to be kind and to value one another. They grow in confidence with the love and praise they receive. Children independently match pairs of shoes and put them on. Even very young children help older children find their shoes. Children enjoy snacks and meals together. They serve themselves from a choice of healthy snacks. Children observe and discuss the needs of the family dog. They plant sunflower seeds and learn to care for them. They learn to care for each other and all living things.

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Outcomes for children are good

Children develop positive learning attitudes. They acquire early literacy and mathematical skills. Children begin to identify letters and to learn the sounds the letters represent. They learn to write their names. Children learn about how the world works. They learn about other cultures, for example by sharing family backgrounds and customs. They are well prepared for the next stage in their education.

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Setting details

Unique reference number EY340986 Local authority Bedford Inspection number 10081809 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 - 9 Total number of places 18 Number of children on roll 20 Date of previous inspection 8 October 2018

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Registers

The childminder registered in 2006 and lives in Bedford. She works with two assistants. The childminder offers care from 8am to 6pm, Monday to Friday, for most of the year. She offers funded education for three- and four-year-old children. The childminder 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

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