Childminder in Central Bedfordshire

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

p.1

The provision is good

Children enjoy being with the childminder and show that they feel safe and secure in her care. Their daily care and developmental needs are understood and met as the childminder works well with parents and obtains thorough information from them when children start attending. For example, she takes time to put out children's favourite toys so that they feel comforted and welcome when they arrive. The childminder has high expectations for children and conscientiously observes their interests and development. She uses this information to plan activities that support children in building on their knowledge. Children respond to the childminder's positive attitude. They thoroughly enjoy their play and know that the childminder values their efforts and achievements.

p.2

The provision is good

Children are motivated and confidently participate in new activities and experiences. For example, they eagerly explore a box of resources connected to a new book and are pleased when they link the resources to characters and scenes in the book. The childminder helps children to understand and manage their behaviour. Children are kind to one another and show that they understand right and wrong. For instance, young children happily take turns in walking through the 'tunnel' they have created using large cushions.

p.2

need to do better?

n The childminder takes time to understand each child's experiences and builds on these to offer them a good range of activities that support their ability to learn and succeed. For example, children participate in many play opportunities that aid them in learning to share and working together. Young children work cooperatively as they complete simple puzzles and take turns to use a magnetic fishing rod to pick up magnetic picture cards. n The childminder carefully plans activities that aid children in taking the next steps in their learning. She makes resources that meet children's individual needs. For instance, children learn to name colours and count as they lift coloured flaps and post coloured items into a box. n The childminder works well with parents and other childcare settings. Parents report that they appreciate the childminder's caring, professional approach. She communicates effectively with them and offers practical suggestions that

p.2

need to do better?

support parents in extending their children's learning at home. n Children demonstrate an enjoyment of books and reading. The childminder skilfully attracts their attention, for example, through the provision of props and resources. Children explore puppets, crystals, textured material and soft toys, and link these to the story the childminder is reading. n The childminder makes good use of practical daily routines to help build on children's skills and understanding. Regular trips to the library support children

p.2

need to do better?

2 December 2019 in learning to use this facility. They also learn to respect the needs of others as they talk with the childminder about the fact that people go to the library to read the books and newspapers and to do homework. n Children participate in discussions and understand how to interact appropriately. The childminder supports them well in extending their vocabulary. For instance, children talk about the animals illustrated on a map. They name these in English and in their home language, and match toy animals to the illustrations. Daily activities such as this particularly support children who speak English as an additional language. They make good progress in learning English, while maintaining the use of their home language. n Children participate in many outdoor learning opportunities. For example, they enjoy regular woodland walks. The childminder talks with them about keeping their bodies healthy. They develop physical skills and learn to assess risks as

p.2

need to do better?

they climb on trees and logs. n On occasion, the childminder does not allow children enough time to concentrate on their activities and find their own solutions to the problems they encounter as they play. n The childminder does not always make the best use of professional development opportunities in order to help extend her knowledge of teaching and learning to the highest level.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder regularly refreshes her safeguarding training and maintains a good knowledge of this area. She understands how to identify and report any concerns about children's welfare. The childminder is fully aware of the risks posed to children by exposure to extreme views or practices. Additionally, she understands the potential risks to children when accessing the internet and takes effective action to protect them from these. She talks sensitively with children and helps them understand how to keep themselves safe when using the internet.

p.3

should:

n enhance the opportunities that enable children to build their concentration and find their own solutions to problems they encounter as they play n focus professional development more effectively to help develop and raise the quality of teaching to the highest level.

p.3

Setting details

Unique reference number EY492230 Local authority Central Bedfordshire Inspection number 10085140 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder Age range of children 3 to 3 Total number of places 6 Number of children on roll 1 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2015 and lives in Leighton Buzzard. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder also offers occasional overnight care.

p.4

Inspection activities

n The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning. She had a tour of the premises with the childminder to discuss and understand how the early years provision is organised. n The inspector talked with children and the childminder at appropriate times throughout the inspection. She reviewed an activity with the childminder. n The inspector looked at evidence of the suitability of household members. She discussed the childminder's self-evaluation and viewed a range of documentation, including the safeguarding procedures. n Written feedback from parents was looked at and the inspector took account of these views.

p.4

Inspection activities

2 December 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.

p.4

Inspection activities

2 December 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.

p.5

Inspection activities

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.6

Inspection activities

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.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

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

p.6