Childminder EY407151

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 are happy, settled and show that they feel relaxed, safe and secure. The childminder provides a nurturing and welcoming environment. She gets to know the children well from the start, gathering detailed information from parents about what children know and can do. The childminder plans stimulating activities that reflect children's individual stage of development and their interests.

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The provision is good

The childminder talks to children as they play. She is very enthusiastic in her role and, sometimes, this means she tends to over direct children's play. The childminder regularly shares books with children. She reads with good expression that captures children's interest. Children answer her questions, showing familiarity with the stories. They join in with a wide range of songs and rhymes. They especially enjoy the jumping actions when they sing about sleeping bunnies. Children are confident talkers. They hear a richly varied range of words and clear explanations from the childminder. This helps children to develop understanding and build good vocabularies.

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The provision is good

Children behave well, showing genuine affection and kindness towards each other and the childminder. They respond well to the childminder's reminders about using good manners and develop courteous language and behaviour. Children are keen to join in with activities. They gain the key skills to support the next stage in their learning and the eventual move to school.

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need to do better?

n The childminder adapts her teaching well to reflect each child's individual stage of learning. She regularly assesses the progress children make to help her plan activities that build on what children know. Children confidently use new knowledge in a range of situations, showing that learning is well embedded. For instance, they make links with books they have enjoyed about growth cycles, with caterpillars that they are observing. They use words they have heard in the story to describe the stage of growth, for instance 'cocoon'. n The childminder helps children to understand the benefits of eating healthy foods. For example, she explains to children how the vitamins in fruit will help them to recover from recent cough and cold illnesses. n Children hear lots of mathematical language as they play. Children accurately count that they have seven balls. They order toy elephants by size and use a ruler to measure toy insects. The childminder shows children how to read from

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need to do better?

the scale and identify that the beetle is greater in length than the ladybird. n The childminder works well in partnership with parents and other providers that children attend. She shares information regularly about the progress children make and how parents may support children's ongoing learning at home. This

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need to do better?

15 October 2019 helps to provide children with consistency in their care and learning. n Children enjoy a wide range of meaningful experiences and outings with the childminder. They explore woods and play parks, using tick sheets to record what they see, such as dogs, cats, cars and buses. Children learn about people and communities that are different to their own. The childminder provides an open and respectful atmosphere that encourages children to talk about their similarities and differences. n The childminder helps children to understand their feelings and the impact some of their actions may have on others. Children say that they feel happy and that sometimes they cry when they feel sad. The childminder gives children reassurance and time to talk about times when they feel happy and sad. This supports children to develop resilience and empathy towards others. n Children receive lots of praise for their efforts and achievements. This helps

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need to do better?

them to build good levels of self-esteem. This also develops children's eagerness to know more about the world around them. n The childminder is keen to help children make good progress in their learning. However, at times she over directs children's play. This means children have fewer opportunities to develop their ideas and imaginations. n Although the childminder ensures statutory training is regularly updated, she does not seek highly focused professional development opportunities to help her to raise the quality of teaching practice further.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder confidently fulfils her role to protect children from harm. She attends regular training about child protection and demonstrates a good understanding about wider safeguarding issues. The childminder knows what to do should she have any concerns about a child's welfare.

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should:

n enhance the quality of teaching further to give more children opportunities to develop their ideas and imaginations n seek a wide range of highly focused professional development opportunities to broaden knowledge and skills and enhance teaching practice to a higher level.

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Setting details

Unique reference number EY407151 Local authority Central Bedfordshire Inspection number 10106529 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 8 Total number of places 6 Number of children on roll 7 Date of previous inspection 16 November 2015

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Information about this early years setting

The childminder registered in 2010. She operates all year round from 8am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate early years 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 discussed with the childminder how the early years provision and the curriculum is organised. n The childminder and the inspector discussed a joint evaluation of an activity. n The inspector spoke to children and the childminder at appropriate times during the inspection. n The inspector looked at relevant documentation and evidence of the suitability of persons living in the household. n The inspector took account of the views of parents through written feedback provided.

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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

15 October 2019 15 October 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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