Childminder EY353351

Overall effectiveness Requires improvement

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

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The provision requires improvement

Children show from their play and interactions with the childminder that they feel secure and are happy. They make independent choices when playing with a moderate range of age-appropriate resources. They behave well, listen and respond appropriately to her. Children benefit from visits to the local toddler group, where they have opportunities to develop social skills with other children. They regularly visit the supermarket, café and local garden centre.

p.2

The provision requires improvement

Children have variable learning experiences. There are times when they are not engaged or challenged to make the best progress. Despite this, children show positive attitudes towards learning and are happy to take part in activities. Children's communication and language skills are developed with conversations and interactions with the childminder. For example, they learn about the vocabulary of size as they play with dolls. The childminder models language and uses clear and simple sentences when communicating with children.

p.2

need to do better?

n The friendly childminder provides a homely and welcoming setting. She has developed nurturing bonds with the children and swiftly responds to their care needs. n The curriculum planning is not good enough. The childminder provides a moderate range of resources. However, she does not take account of individual children's learning needs to plan a challenging curriculum in order to help them best progress. n At times, the childminder's interactions are good. For example, during a sensory play activity, she promotes mathematical vocabulary to children, discussing 'long' and 'short'. n The childminder has completed some basic professional development through online courses recently. However, she does not reflect on her setting's strengths and weaknesses. Therefore, professional development does not focus sharply on raising standards. This has led to a decline in quality since the last inspection and some aspects of practice are not yet good.

p.2

need to do better?

n During the summer months, children have good opportunities to explore sand or water, and physically explore in the childminder's garden. However, children do not have outdoor physical-play experiences on a daily basis in the winter months. This does not fully support children's physical development and well- being. n The childminder does not work in partnership with other settings that children attend. This does not promote a shared approach to children's overall development and learning, and next steps in learning are not planned. n The childminder shares verbal feedback on a daily basis with parents. However,

p.2

need to do better?

29 January 2020 the childminder does not encourage parents to share information about what their child achieves or experiences at home. Parents are not consulted about the setting's strengths or weaknesses. n The childminder does not actively promote a love of reading. Books are kept on a high shelf and children are unable to reach them or enjoy them independently throughout the day.

p.2

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder recently completed safeguarding training. She is secure in her knowledge of the types of abuse and what procedures she should follow if she had concerns about a child in her care. The childminder has knowledge of the 'Prevent' duty and wider safeguarding issues that may affect children. The childminder ensures her home is safe. For example, she ensures the front door is locked and uses stair gates to keep young children safe.

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should:

n review the quality of curriculum planning and focus teaching more precisely to build on individual children's next steps in learning, ensuring it is sequenced and builds children's skills over time n evaluate the organisation of the premises and resources to ensure all areas of the early years foundation stage curriculum are addressed, including promoting children to develop a love of reading and giving children the opportunity to have daily access to outdoor learning and fresh air n implement self-evaluation, analysing the setting's strengths and weakness and consider improvements to strengthen the setting; this should include feedback from parents about their views of the setting n actively develop communication with children's shared care settings and parents, encouraging a two-way flow of sharing information about children's attainment, progress and next steps for learning.

p.3

Setting details

Unique reference number EY353351 Local authority Central Bedfordshire Inspection number 10073899 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 9 Total number of places 6 Number of children on roll 10 Date of previous inspection 26 May 2016

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Information about this early years setting

The childminder registered in 2007. She lives in Langford, Bedfordshire. She operates from 7am until 6.30pm, Monday to Thursday, all year round, except for bank holidays and family holidays. The childminder holds a recognised childcare qualification at level 3. The childminder provides funded early years education for three-year-old children.

p.4

Inspection activities

n The inspector had a tour of the areas of the home the childminder uses for her provision and discussed how the childminder uses the areas to deliver the curriculum. n The inspector observed the children playing in the indoor environment and assessed the impact of teaching on their learning. n The inspector completed a joint observation of an activity with the childminder. n The inspector sampled a range of documentation, including suitability checks for adults living on the premises and qualifications. n The inspector observed the quality of interactions between the childminder and children, and tracked the progress of children's development.

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Inspection activities

29 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

29 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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