Childminder EY441760

Overall effectiveness Good

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

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The provision is good

Children demonstrate they feel happy and secure in the care of the childminder, her co-childminder and assistant. They engage well in independent play and learning, and also play cooperatively, take turns and share. Children's behaviour is very good. The childminder is aware of children's interests and where they prefer to learn. She provides ample time for children to choose to be inside or in the garden. Children spend a great deal of time playing and exploring outside, such as with sand and ice.

p.2

The provision is good

The childminder gets to know children well. She spends time with parents to find out what early experiences children have had and what they can already do when they start to attend the setting. This enables the childminder to quickly identify what children need to learn next. Their next steps in learning are skilfully implemented into the daily plans.

p.2

The provision is good

Children are learning how to develop healthy lifestyles and good hygiene routines. They know to wash their hands after playing outside and before eating. The childminder provides good play opportunities that help to extend children's knowledge of the importance of healthy practices. For example, she provides a range of resources based on visiting the dentist. The childminder teaches children the importance of good teeth brushing. She explains, very well, what bacteria is and the importance of brushing this off their teeth.

p.2

need to do better?

n Children are developing a good understanding of the world as the childminder teaches them well. For example, as they notice ice melting in their hands, the childminder explains how heat turns ice back into water. At other times, children show they know how to use technology. For example, children are able to describe how they find their favourite songs by using voice-activated devices. n The childminders take children to different places in the community. For example, they attend toddler groups and go on nature walks in local parks. The weekly visit to a soft-play gym is a particular favourite outing for the children. The childminder talks about how the exercises children take part in strengthen their muscles. They also learn how to take safe risks, which increases their confidence. n Parents speak highly positively about the childminder, her co-childminder and assistant. They state their children settle very quickly and are excited to attend.

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need to do better?

Parents feel their children are safe and they are pleased with the progress they are making. n The childminder skilfully teaches children mathematics as they play. For example, she uses positional words as they talk about teeth brushing, such as

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need to do better?

21 January 2020 'front', 'back', 'left' and 'right'. At other times, children are asked to make estimations, such as how many scoops of sand they think will fill a bucket. n Children's communication and language development is good. They constantly chat to each other and to adults. The childminder skilfully adds new words to children's vocabulary, such as calling the germs on their teeth 'bacteria'. Children are heard using new words, such as this, in correct contexts. n The childminder works very well with her co-childminder and assistant. They are each aware of their roles, which contributes to the smooth, well-organised running of the setting. The childminders reflect on their practice and look for ways to improve. For example, they recently identified that the way children's belongings were stored was creating tripping hazards. This has now been changed and children are regularly reminded why they need to hang up their

p.2

need to do better?

coats and place shoes in a box. n Overall, the childminder teaches children well. She understands how to change her teaching methods so they are relevant to children's needs and development levels. However, at times, she is overzealous when questioning children. For example, she asks too many questions and does not give children time to process the information and formulate their responses. n The childminder undertakes some relevant training and research, for example, to help her to keep her safeguarding knowledge up to date. However, she does not plan robustly for her ongoing professional development, in order to continuously raise her knowledge and teaching skills.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good understanding of how to recognise any signs that children may be at risk of harm or extremist behaviour. She understands her responsibility to maintain records and to report any concerns she may have about a child's welfare. The childminder has a clear safeguarding policy in place. She holds detailed information of the relevant agencies in her local area. The childminder shares this with parents to help them to know how she safeguards their children.

p.3

should:

n provide children with more time to think of answers to questions they are asked, in order to promote their critical-thinking skills n engage in professional development opportunities that focus more precisely on further developing teaching skills and knowledge.

p.3

Setting details

Unique reference number EY441760 Local authority Luton Inspection number 10123679 Type of provision Childminder

p.4

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 17 Date of previous inspection 20 November 2015

p.4

Information about this early years setting

The childminder registered in 2012. She works from the home of her co- childminder in Dunstable. The childminder operates all year round from 8.30am to 5.30pm, Monday to Thursday, except for bank holidays and family holidays. She holds a childcare qualification at level 3. Her co-childminder employs a full-time assistant.

p.4

Inspection activities

n The inspector looked at the areas of the premises that are used for the care of children and discussed with the childminder how she operates her practice. n The inspector observed the childminder joining in activities with children and discussed the learning that was taking place with her. n A sample of policies and procedures was looked at by the inspector, including 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 account of the written views of parents and discussed the childminder's reflections of her practice with her.

p.4

Inspection activities

21 January 2020 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

21 January 2020 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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