Childminder EY397988

Overall effectiveness Good

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

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The provision is good

Children enjoy their time with the childminder and her assistants. Children confidently find toys and resources that interest them to play with and explore on their own and with others. They quickly settle and feel secure. For example, children take favourite books to the childminder and snuggle up on her lap while she reads to them. Children recall how and where they collected some leaves. They stick the leaves onto paper and proudly show the assistant their picture. This helps children develop their hand muscles in preparation for writing. The childminder encourages children to add descriptive words to their sentences, helping to support their expanding vocabulary and acquisition of language.

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The provision is good

The childminder and her assistants know the children very well. They gather information from parents which helps them identify what children can already do and know when they first attend the provision. They find out what children like, which helps them to provide interesting activities that extend children's knowledge even further. The childminder regularly rotates playthings and equipment stored on the lowest shelves, helping the very youngest children choose different items for themselves, triggering their curiosity and desire to explore.

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need to do better?

n The childminder works in close partnership with other settings that children also attend. She shares information about children's progress through a secure three- way electronic system that parents and other key persons access and contribute to. This helps the childminder share and receive information in a timely manner. The childminder adapts her activities and children's next steps in learning to reflect their achievements at pre-school and home. n The childminder encourages children to make choices for themselves. They decide they would like to go for a walk. Children feel valued because the childminder adapts her own plans to meet children's wishes. n Children behave well. The childminder and her assistants encourage children to share and take turns. They praise children when they offer toys to others. For example, the childminder reminds children that very young children cannot yet ask if they can join in a game with a boat. She thanks children when they let

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need to do better?

others hold and play with the boat. n The childminder values the ideas and feedback from parents. Following responses from a questionnaire, the childminder has introduced more outings for children, helping to provide new and varied experiences to help build on what children already know and understand. n The childminder works closely with her assistants. She ensures they are kept informed of any changes to procedures and children's care needs. The childminder encourages her assistants to enhance their own knowledge through

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need to do better?

30 October 2019 professional development courses. This helps to maintain the quality of education children receive. n The childminder provides a variety of equipment for children to use during role play. They ask the childminder to help them dress dolls they select to play out familiar scenarios they see at home, such as caring for younger siblings. This helps children make sense of the world around them. n Children run and climb in a secure outside space. They develop skills, such as moving around small obstacles and strengthening their muscles, while they climb steps to a small slide. Children begin to understand that exercise is good for them. They enjoy dancing to nursery songs and rhymes. They join in actions with the childminder and wait in anticipation for rhymes to start. This helps children enhance their listening skills. n Children sit together at mealtimes. From an early age, the childminder

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need to do better?

encourages children to use spoons and forks to feed themselves. She talks to children about their day so far, helping them gain confidence to listen and speak in small groups. Children learn why they need to wash their hands, helping to encourage independence and good hygiene routines. n The childminder and her assistants miss opportunities to introduce mathematical language and concepts into children's daily routines and activities to help promote their acquisition of skills. n Children are not given time to predict outcomes and solve problems for themselves to enhance their thinking and reasoning.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Since her last inspection, the childminder has reviewed, strengthened and updated the policies and procedures which she and her assistants follow to help keep children safe. The childminder and her assistants know how to follow local procedures to help them effectively report any concerns they might have about children's well-being. The childminder and her assistants have refreshed their knowledge of what could cause harm to children, contributing to their good understanding. The childminder checks the suitability of the staff she employs and students who may spend time with her.

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should:

n increase the amount of mathematical language and concepts that children are exposed to, helping to promote children's early mathematical skills through daily activities and routines n encourage children to predict outcomes and solve problems for themselves during their play and explorations.

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Setting details

Unique reference number EY397988 Local authority Central Bedfordshire Inspection number 10084319 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 12 Number of children on roll 16 Date of previous inspection 6 November 2018

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Information about this early years setting

The childminder registered in 2009 and lives in Ampthill. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder employs two part-time assistants. The childminder holds an appropriate early years qualification at level 3.

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Inspection activities

n The inspector viewed all areas of the house, garden room and outside area used by children. She spoke to the childminder, her assistant and children at appropriate times throughout the inspection. n The inspector observed children's activities and talked to the childminder about the activities and resources she provides to help children's progress. n The childminder described the progress children have made in her care. n The inspector checked the evidence of the suitability of the childminder, the assistants and other regular visitors to the property. She viewed a range of documents, including the safeguarding policy and certificates of attendance for relevant courses.

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Inspection activities

30 October 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

30 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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