Childminder EY351158

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 are settled and show that they feel happy, safe and secure in the childminder's care. They naturally invite her to join in their play and discussions, and turn to her for comfort and reassurance when needed. The childminder has high expectations for each child and continuously reviews their progress and interests. She uses this information well to offer children activities that support them in building on their knowledge and skills. Children reflect the childminder's positive, caring approach. They participate wholeheartedly in activities and are assured that their efforts and contributions are valued.

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The provision is good

Children are confident to choose resources and play independently. Additionally, they work well together. For example, children sit together to draw. They happily share the pens and talk with one another about their pictures. These ongoing opportunities help prepare children for school and future learning. Children gain a good appreciation of how their behaviour affects others. The childminder helps them understand right and wrong and they learn to manage their behaviour. Children are kind to one another. For instance, older children offer to show younger ones how to activate the lights on a toy.

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need to do better?

n The childminder understands children's experiences and builds on these to offer them a wide range of activities that aid their ability to learn and succeed. For example, children visit the zoo. They then play with toy animals and enjoy referring to pictures of the animals. They use these to make up stories, aiding their skills in creativity and language. n Children enjoy many opportunities, such as drawing and painting, that aid the development of their early writing skills. The childminder further supports this area, for example, by encouraging children to dance and develop the muscles in their arms. n Children have many opportunities to enjoy books. They listen intently as the childminder reads stories and they learn to use reference books, such as an atlas. The childminder introduces new vocabulary as they read. Children later use these new words as they play. For example, they talk about 'caribou' and

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need to do better?

the 'arctic hare'. n The childminder encourages children to use their mathematical knowledge. Children competently count the ribbons on a toy and carefully compare the lengths to decide which ribbon is the longest. n Children learn to explore and experiment. For example, they put ice cubes into cups of warm, cold and salt water and determine which ones melt fastest. n The childminder supports children well in learning to keep themselves safe and healthy. Children know that they need to stay in sight of the childminder at the

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need to do better?

3 February 2020 park. They learn about healthy eating and competently explain why they need to wash their hands before meals. n Children have daily opportunities that support them in learning about other countries and appreciating differences. For instance, children look at a globe and compare countries. They talk about the climates and eagerly remember the animals they read about earlier. They talk about polar bears being in the Arctic and penguins being in the Antarctic. n The childminder remains committed to developing her practice. She completes further training and conscientiously reviews her work, making effective changes. For example, she changes the layout of the playroom to offer children a wider variety of play opportunities. n Parents hold the childminder in high esteem. They report that they appreciate her good communication. The childminder supports parents in extending their children's learning at home. For example, she explains activities and lends

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need to do better?

resources so that parents can repeat these with their children. n The childminder does not always offer children as many outdoor opportunities in order to fully build on the development of children who prefer to play and learn in an outdoor environment. n The childminder does not consistently work as effectively as possible with all other settings that children attend in order to promote a shared approach to children's development.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder maintains a good knowledge of safeguarding. She regularly refreshes her training and attends associated meetings. She competently explains how to identify and report any concerns about children's welfare. The childminder fully understands the risks posed to children by exposure to extreme views or practices. Furthermore, she appreciates the possible risks to children when using the internet and takes effective action to protect them from these. She talks sensitively with children to help them understand these risks and how to keep themselves safe.

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should:

n enhance the use of outdoor areas to offer children who prefer to learn outside further play and learning opportunities n build on the opportunities to work more effectively in partnership with all other childcare providers that children attend.

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Setting details

Unique reference number EY351158 Local authority Central Bedfordshire Inspection number 10073894 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 4 Total number of places 6 Number of children on roll 5 Date of previous inspection 8 January 2016

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Information about this early years setting

The childminder registered in 2007 and lives in Marston Moretaine. She operates during term time only from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. She provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning. She carried out a tour of the home 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 other documentation, including the safeguarding procedures. n Written feedback from parents was looked at and the inspector took account of these views. She also spoke to a small number of parents and took account of their feedback.

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Inspection activities

3 February 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

3 February 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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