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 Good

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The provision is good

Children demonstrate secure attachments to the childminder. They are relaxed and happy in her care. Children regularly go to the childminder for cuddles and sit close to her assistant to watch a favourite television programme. At other times, children are busy as they spend time building with blocks. Considering their young ages, children play together well and are learning how to share with others. Children's behaviour is good.

p.2

The provision is good

The childminder works closely with parents as she finds out how she can provide babies with secure routines. She is aware of when babies need to sleep and provides them with quiet resting areas away from the bustle of children's activities. Babies settle themselves to sleep. They are content and feel secure as they hold on to their comforters from home.

p.2

The provision is good

Children are developing good independence skills. They know where to find the toys they want to use. Children know to ask for help when they need it. For example, they take the childminder's assistant by the hand and lead him to a toy that is not working. Children are pleased when the toys work and spend time pressing buttons and watching what happens. This shows their early understanding of technology.

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need to do better?

n The childminder gains good knowledge of what children can already do when they start to attend her setting. She uses this information as her starting points in children's learning and looks for ways to build on their early experiences. n The childminder and her assistant sensitively teach children as they play. For example, they model counting and talk about size as children build with blocks. This is a good introduction to mathematical concepts. n Children's speech and language skills are developing well. They engage in effective conversations with the childminder. For example, children talk about their experiences at home, giving long explanations as they describe events. Younger children use gestures and sounds to make their needs known. n Children are developing good self-esteem and are pleased with their achievements. For example, they smile and give themselves a clap when they successfully build a tower of blocks.

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need to do better?

n Parents speak positively about the childminder and her assistant. They say their children thoroughly enjoy attending. Parents say the childminder gives them regular updates on how their children are developing. This helps them to support their children's learning at home. n The childminder helps children to learn how to gain information from books. For example, as children look at books, she asks them relevant questions. Children

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need to do better?

3 December 2019 point to pictures and talk about their experiences as they respond to her. n Children are developing good physical skills. They benefit from daily walks or visits to parks. This helps them to build up their large muscles. Inside, children practise using fine physical skills. For example, they spend time using their fingers to carefully peel the backs from stickers. n Over the years, the childminder has built up an effective partnership with the local school. She is able to share relevant information with them about children's learning and development. This promotes continuity in children's learning. n The childminder supports her assistant to continually develop his knowledge and skills. For example, they undertake training together. This enables them to have discussions and to reflect on their ongoing practice. The childminder and assistant use any new knowledge they gain to update their policies and

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need to do better?

procedures. n The childminder regularly assesses and tracks children's development. She sets children's next steps in learning to support them to make progress. However, at times, some of the next steps in learning are not specific enough. Consequently, the childminder is not always able to clearly identify the progress children make.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder and her assistant have a good understanding of safeguarding. They confidently talk about what would cause them to have concerns about children and know where to make any referrals. The childminder and her assistant talk about how recent training has expanded their knowledge on wider safeguarding issues and extremist behaviour. The childminder has secure policies and procedures in place to support her safeguarding practice. She shares these with parents so that they know of her role and responsibilities in keeping children safe.

p.3

should:

n identity more precise next steps in learning for children, in order to track the progress they make more closely.

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Setting details

Unique reference number EY338473 Local authority Central Bedfordshire Inspection number 10106479 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 0 to 9 Total number of places 12 Number of children on roll 15 Date of previous inspection 15 July 2015

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Information about this early years setting

The childminder registered in 2006 and lives in Dunstable. The childminder works with her husband who is a registered assistant. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays.

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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 procedures. 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 own 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

3 December 2019 3 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.

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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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