Childminder in Central Bedfordshire

Inspection date 24 July 2019 Previous inspection date 21 September 2015

p.1

3

Effectiveness of leadership and management Requires improvement

p.1

3

Quality of teaching, learning and assessment Requires improvement

p.1

3

Personal development, behaviour and welfare Requires improvement

p.1

3

Outcomes for children Requires improvement

p.1

This is a provision that requires improvement

n The childminder does not always organise her premises well enough. The environment is cluttered and disorganised and this has a negative impact on children's play and learning opportunities. n The childminder does not always provide suitable places for children to sit for meals. This results in younger children crawling around the floor with food. n The childminder does not always consider the learning needs of the youngest children, especially during adult-planned activities.

p.1

It has the following strengths

n The childminder teaches children how they can become involved with looking after the world. For example, she involves them in recycling and they take part in national initiatives, such as butterfly counts. n Children form warm relationships with the childminder and approach her for reassurance and comfort. n The childminder provides opportunities for younger children to learn how to use simple technology. For example, she shows them how to press switches to make toys work. Children quickly work out how to do this independently. n Parents speak positively about the childminder. For example, they state their children are happy and feel secure in her care.

p.1

What the setting needs to do to improve further

To meet the requirements of the early years foundation stage the provider must: Due date improve all the environments to ensure children are able to find the resources they require and that there is sufficient space for them to engage in play 07/08/2019

p.2

What the setting needs to do to improve further

ensure that there are suitable, hygienic areas available for children to eat meals and snacks 07/08/2019

p.2

What the setting needs to do to improve further

find effective ways to involve the youngest children in adult- planned activities, to help them to engage fully in learning. 07/08/2019

p.2

What the setting needs to do to improve further

n The inspector observed the childminder joining in activities with children and discussed the learning that was taking place with her. n The inspector looked at the areas of the premises used for childminding and accompanied the childminder and children on a walk. n The inspector discussed the progress children are making with the childminder and looked at children's development and assessment records. n The inspector viewed evidence of the suitability of household members and sampled a range of other documents, including the safeguarding policy. n The inspector took account of the written views of parents and the childminder's reflections on her practice.

p.2

Effectiveness of leadership and management requires improvement

At the last inspection, the childminder was asked to enhance her organisation of resources to enable children to make independent choices and extend their play. Although the childminder has recognised this as an area of improvement, the environments inside and in the garden are cluttered and disorganised. This also impacts on the areas designated for eating and consequently children have to eat while sitting on the floor. Safeguarding is effective. The childminder demonstrates a secure understanding of local safeguarding procedures, including sharing information with other professionals and how to address concerns regarding a child's welfare. The childminder undertakes suitable professional development opportunities to help her to develop her teaching skills.

p.3

Quality of teaching, learning and assessment requires improvement

The quality of teaching is variable. The childminder plans activities that inspire older children to engage in effective learning, particularly outdoors. For example, as children look for butterflies, they mark down how many of each type they see. Children quickly understand concepts such as 'more' and 'less' as they compare the number of marks they have made. However, the childminder does not consistently consider the learning needs of the younger children. Consequently, they spend up to a hour in buggies and are not provided with stimulating activities. As a result, all children are not fully supported to make the best possible progress. The childminder makes regular assessments of children's progress and identifies appropriate next steps in learning. She takes note of children's development prior to them starting at her setting, such as by talking to parents. This helps her to identify children's starting points in learning.

p.3

Personal development, behaviour and welfare require improvement

The childminder does not consistently use her environments well enough to support children's independent play and learning. She talks about reorganising the toys and resources. However, during these times, toys are stacked up in cardboard boxes and children are unable to access them. The childminder states children usually eat meals at the table. However, there is insufficient space for children to use. This results in unhygienic eating practices as younger children crawl around with food and also take items from each other's bowls. The childminder provides regular opportunities for children to practise their physical skills as they go on daily walks and use equipment at local parks. Visits to toddler groups enable children to socialise with larger numbers of children and this helps to support their social development.

p.3

Outcomes for children require improvement

The weakness in teaching and children's lack of access to resources have a negative impact on their learning. Despite this, children develop some key skills that prepare them for their future learning at school. For example, they learn how to use pencils to make marks to represent numbers. Children listen well to the childminder and follow instructions. For example, they stop and wait when she asks them to when they are out on walks.

p.3

Setting details

Unique reference number EY376629 Local authority Central Bedfordshire Inspection number 10106506 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 1 - 7 Total number of places 6 Number of children on roll 9 Date of previous inspection 21 September 2015

p.4

Registers

The childminder registered in 2008 and lives in Sandy. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays.

p.4

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.

p.4

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.

p.4

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 .

p.5

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

p.5

Registers

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: www.ofsted.gov.uk/user .

p.5

Registers

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.5