Childminder in Luton

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 demonstrate secure attachments with the childminder and her assistant. For example, they seek them out for comfort and support when they are unsure of visitors to the house. Considering their ages, children play cooperatively. They show a remarkably good understanding of how to share and take turns. Children have lots of space to play inside and in the garden.

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The provision is good

The childminder and her assistant are passionate about teaching children about the world. They provide many opportunities for visits to park and walks in woodlands. The childminder's assistant describes some children as adventurous. He talks about allowing them to be challenged and to take some controlled risks. Both he and the childminder stay close by to closely supervise them and offer support. This enables children to develop skills in keeping themselves safe.

p.2

The provision is good

The childminder gains comprehensive information from parents when children start to attend her setting. This enables her to know what early experiences children have had and what they can already do. The childminder uses this knowledge of children to tailor her care and teaching to each of their needs. She plans her activities based on children's next steps in learning and this helps them to make good progress.

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need to do better?

n The childminder teaches children well through her interactions with them. For example, she models how to make marks as children explore foam. The childminder talks about straight and wiggly lines. Children copy and look with interest at the marks they make with their fingers. This is a good introduction to early writing skills. n The childminder's assistant is patient with children and gives them time to persevere with tasks. For instance, as children explore shape sorters, he allows them to work out where the shapes fit. The assistant gives good verbal prompts. For example, he suggests to children to twist the shapes round. This enables children to succeed. n Children enjoy sharing books with the childminder. They show an interest in pictures and listen well to stories being read to them. Children readily return to books and handle them correctly. They show what they have learnt from the childminder. For example, they turn over pages and use babble to tell stories

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need to do better?

themselves. n Parents speak positively about the childminder and her assistant. They say they are kind and know each child as an individual. Parents say the childminder keeps them up to date on children's learning and development. This helps them to support their learning at home.

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need to do better?

16 September 2019 n The childminder has a good understanding of children's development levels. She quickly identifies where there are emerging gaps in their learning. The childminder swiftly incorporates extra activities to close these. She gives an example of how she uses simple rhymes to help children with speech and language delays make more rapid progress. n Children enjoy active play outdoors. They show their developing physical skills, such as when they competently kick balls. They benefit from secure routines, such as for eating. These habits help them to understand how to develop healthy lifestyles. n The childminder and assistant look for ways to develop their own knowledge so that they can teach children more effectively. For example, they realised they could not help children to learn the names of trees and so have bought factual books. This helps them to expand their own and children's knowledge.

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need to do better?

n The childminder has a comprehensive professional development record. She measures the impact of training on her own and her assistant's practice. For example, they review policies and procedures in light of new knowledge they gain. n Children have access to a range of colourful resources and show a good understanding of how to make toys work. However, these are all very similar and they do not stimulate children to use their imaginations. Other resources the childminder has are not always freely available to children in order to help them to expand their learning in other ways.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder and her assistant have a good understanding of how to recognise and respond to any signs of abuse or extreme behaviour. They are aware of how to pass on concerns to the relevant agencies in the local area. The childminder keeps her knowledge up to date, for example, through being a member of an early years association. She and her assistant undertake training together and this helps them to reflect on their safeguarding policies and procedures.

p.3

should:

n expand the variety of toys and resources available to children in order to support their learning in more imaginative ways.

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Setting details

Unique reference number EY290113 Local authority Luton Inspection number 10106034 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 to 10 Total number of places 6 Number of children on roll 11 Date of previous inspection 10 March 2014

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Information about this early years setting

The childminder registered in 2004 and lives in Luton, Bedfordshire. She operates from Monday to Friday, 7am until 6pm, except for bank holidays and family holidays. The childminder works with an assistant.

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Inspection activities

n The inspector looked at the areas of the childminder's home that she uses with children and discussed how she operates her practice. n The inspector observed the childminder and her assistant joining in activities with children and discussed the learning that was taking place with them. n A sample of policies and procedures were looked at by the inspector, which included documents relating to safeguarding and complaints. n The inspector discussed the needs of individual children with the childminder and talked with her about the progress they are making. n The inspector took into account the written views of parents and discussed the childminder's reflections of her practice with her.

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Inspection activities

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

16 September 2019 16 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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