Wyton, Nicola Mary

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

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The provision is good

Children enjoy a good range of purposeful learning opportunities during their time in the childminder's care. They have fun and develop knowledge and skills across the seven areas of learning in an age-appropriate way. Children behave well and demonstrate an eagerness to learn. Relationships between the childminder and the children are very positive.

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The provision is good

Children independently choose from a good range of accessible resources and activities. Older children use props such as the fire station and firefighter figures to support their imaginative play. They shout 'fire, fire' as they pretend to put out flames. Younger children solve problems as they learn how to post shapes into their associated space. They show perseverance and smile at their achievement.

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The provision is good

Children are prepared well for the next stage of their education, including school. The childminder plans activities and successfully builds on children's interests. She becomes actively involved in the children's play and places high priority on developing their communication and language skills.

p.2

The provision is good

Children are supervised well and cared for in a safe, secure and welcoming environment. The childminder is fully aware of what presents a potential hazard to children and takes appropriate steps to minimise any risks. She ensures children use the correct restraints and seats when they travel in her car. Older children are taught how to cross the road safely.

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need to do better?

n The experienced childminder demonstrates an enthusiastic and dedicated approach to her childminding. She shows warmth towards the children and supports them effectively to make good progress across all areas of their learning and development. n The childminder knows the children well and has a good understanding of how to promote their learning. She communicates effectively, asks challenging questions and allows children time to explore their own ideas and to refine their developing skills. n The childminder supports children's language development well. She talks to younger children about what they are doing and skilfully introduces new words associated to their play. For example, younger children use single words such as 'baby' and make 'moo' sounds when they pick up the toy cow. n Older children confidently use language to express their thoughts and ideas. They recall past events, listen to others during conversations and use animated

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need to do better?

language as they play. n Younger children are actively encouraged to develop their physical skills as they

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need to do better?

11 September 2019 learn to stand and walk. They demonstrate their curiosity as they eagerly stand up to investigate activities on the child-sized table. n Children respond very well to the childminder, who is friendly and caring. They demonstrate that they feel safe and secure. For example, younger children snuggle into the childminder for a cuddle and reassurance if they are feeling upset or tried. This successfully supports children's emotional development. n The childminder has high expectations for children's behaviour and conduct. She recognises younger children's frustrations and encourages older children to talk about their feelings and why some behaviours are not acceptable. Children learn to share and take turns. n Older children count in order and confidently recognise how many pieces of apple they have on their plate, including the number of pieces left once they have eaten a piece. This demonstrates their understanding of simple

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need to do better?

subtraction. n The childminder provides healthy meals and snacks. Children thoroughly enjoy their food and demonstrate good table manners. Younger children are supported to begin to use a spoon to feed themselves. n While the childminder develops relationships with other local settings, she does not consistently exchange information about how children are progressing in their development. n The childminder recognises that she needs to further develop her outdoor provision to enhance children's learning and development opportunities across the seven areas of learning.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder understands the indicators of abuse and neglect. She knows how to swiftly report any child protection concerns about a child in her care. This supports children to stay safe and promotes their well-being. The childminder regularly attends appropriate training to ensure her safeguarding knowledge is up to date. She supports children to stay safe on outings. For example, younger children are taught how to safely use large play equipment in the park and why they need to walk sensibly during walks within the community.

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should:

n explore ways to enhance partnerships with other settings and the local school to further promote continuity in children's learning and development n enhance outdoor play experiences to cover all aspects of a child's learning and development.

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Setting details

Unique reference number EY426198 Local authority Central Bedfordshire Inspection number 10106548 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 to 10 Total number of places 6 Number of children on roll 8 Date of previous inspection 15 December 2015

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Information about this early years setting

The childminder registered in 2011 and lives in Bedfordshire. She operates all year round from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. She provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The inspector and the childminder held a discussion to understand how the early years provision and curriculum is organised. n The inspector observed the quality of teaching during activities indoors and assessed the impact this has on children's learning. n The inspector completed joint observations with the childminder. n The inspector held discussions with the childminder. She looked at relevant documentation and evidence of the suitability of all persons living in the household. n The inspector considered the views of parents by reading documentation completed by them. n The inspector spoke to children during the inspection.

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Inspection activities

11 September 2019 We carried out this inspection 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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Inspection activities

11 September 2019 regulates and inspects to 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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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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