Childminder in Central Bedfordshire

Inspection date 17 July 2019 Previous inspection date 21 March 2016

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This inspection: Good 2

Previous inspection: Good 2 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 knows the children well and provides them with a range of learning opportunities based on their interests. n The childminder reflects well on the provision that she offers. She takes on board feedback and comments from parents and offers them a flexible service. She sets herself regular targets which help her to enhance her provision even further. n Children persevere and remain focused on activities they choose. They show strong concentration and tackle challenges confidently. n The childminder supports children to develop the skills they need to move on to the next stage of their learning. The oldest children are well prepared for moving on to school. The childminder works collaboratively with other professionals, such as staff at other settings children attend. For example, she gains information on children's next steps from teachers to support the continuity in children's learning.

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This provision is good

n The childminder gains a range of information from parents before the children start with her. This supports her to accurately identify children's initial starting points. n The childminder confidently makes regular assessments of children's progress and learning. She uses her knowledge effectively to set the children suitable challenges in their learning and development. n On the whole, children behave well. However, occasionally the childminder does not support children effectively enough to understand how to share and take turns with one another.

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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 enhance children's understanding of sharing and turn taking to allow them to strengthen their social interactions with each other even further.

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What the setting needs to do to improve further

n The inspector had a tour of the areas of the property used for childminding. n The inspector took the views of parents into consideration through discussion and written feedback. n The inspector observed the quality of the childminder's teaching during various activities. She held a discussion with the childminder about children's learning. n The inspector spoke to the childminder and children at appropriate points throughout the inspection. n The inspector looked at a range of documentation, including policies, insurance documents and children's learning records.

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Effectiveness of leadership and management is good

The arrangements for safeguarding are effective. The childminder understands the possible signs of abuse and has a firm understanding of wider safeguarding topics, such as radicalisation. She monitors risks in her home and ensures that children are kept safe at all times. The childminder continues to develop her professional knowledge, for example by attending seminars. This supports her to improve the quality of her practice further. The childminder keeps parents informed about the progress their children make. Parents are very happy with the service the childminder offers. They feel that their children are safe and well cared for. For instance, they speak positively about how the childminder supports children's medical requirements. The childminder takes the children on a range of outings. For example, they visit the local park regularly, which helps children to develop their larger muscles.

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Quality of teaching, learning and assessment is good

Children are inquisitive learners. The childminder supports children to use their senses as they play. For example, she encourages younger children to handle ice cubes in the water tray. She talks to them about how the ice feels as they pick it up. The childminder supports children's language development well. She speaks to them about what they do as they learn. For instance, she provides children with a narrative while they wash the toy ducks. Children learn to count through enjoyable activities, for example when they scoop cereal into cups and count each scoop in turn. Older children build on their existing knowledge well. For example, they practise making marks with different tools to build on their learning from nursery.

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Personal development, behaviour and welfare are good

The childminder supports children's personal care needs well. For instance, she talks to the youngest children and sings them songs while she changes their nappies. Younger children develop their independence. They learn to use tools for a purpose, for example when they use forks and spoons to feed themselves lunch. Children feel comfortable in the childminder's home. They settle quickly and form strong bonds with the childminder. Older children confidently speak to visitors about what they are doing. The youngest children keenly show visitors their toys. Children become familiar with routines during the day. For instance, they help to tidy up at the end of activities.

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Outcomes for children are good

Children make strong progress from their starting points. Older children learn how to control technology, for example by giving voice commands to electronic smart speakers. Children enjoy exploring different textures, such as watching the water fly as they splash their hands in puddles. Children independently explore the learning environment around them. They push buttons on toys and watch with interest to see what happens. Children develop their hand-to-eye coordination as they play. For example, younger children concentrate as they place interlocking blocks onto boards. Older children strengthen their knowledge of letters and the sounds they make. For example, they complete alphabet jigsaw puzzles, saying the sound out loud for each piece. They learn about the similarities between words, such as recognising which words rhyme.

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Setting details

Unique reference number 130101 Local authority Hertfordshire Inspection number 10063664 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 1 - 10 Total number of places 6 Number of children on roll 8 Date of previous inspection 21 March 2016

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Registers

The childminder registered in 1995 and lives in Bushey, near Watford in Hertfordshire. She operates all year round from 7.45am to 5pm, Monday to Thursday, except for bank holidays and family holidays.

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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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