Childminder in Bedford

Overall effectiveness Good

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

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The provision is good

Children thrive in the childminder's care and develop a positive attitude to learn. They have access to a wealth of opportunities and new experiences, carefully planned to help them gain essential life skills. For example, older children who start with minimal use of language quickly build the confidence to engage in regular discussion. They use descriptive words, such as 'amazing' and 'fluffy' as they talk about the snow, and seek answers to their inquisitive questions.

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The provision is good

Children develop an interest in books through the successful use of props and interactive stories. They make decisions about how they spend their time and often sing the songs they have learned in their play. During role play, children explore number use as they allocate prices to the fruit and vegetable produce that they sell. Through the childminder's clear explanations, they learn that numbers on the digital scales will be higher when the items weigh more.

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The provision is good

Children develop a secure bond with the childminder and show that they feel safe and settled in her care. Young children confidently explore new environments that they visit. They gain support and reassurance as they need. Children show determination as they attempt new tasks. They show intense concentration as they use a knife to slice banana and cut up the strawberries for their snack.

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need to do better?

n The childminder thoroughly enjoys her role and welcomes the views of parents and other professionals to help continually reflect on her practice. She has recently improved how she plans the curriculum for the children in her care. This now places more emphasis on their emerging interests and the different ways in which they learn. n The childminder works closely with parents and other providers to ensure children receive a consistent approach to their learning. For example, she provides parents with ideas on how to promote children's independence. She sources information from the local pre-school and school about how they teach early literacy skills to children and follows the guidance that they provide. n Children are very interested in the natural world. They learn about life cycles, and through first-hand experiences observe the growth of a caterpillar to a butterfly, and a tadpole to a frog. During planned activities, children use tools to

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need to do better?

explore how ice melts. They gain informative facts from the childminder, such as how eskimos live in an igloo and what animals can be found in the Arctic. n Children have many opportunities to understand and appreciate diversity. For example, they enjoy activities to celebrate each child's birthday and the Chinese New Year. During the festival of Eid, the childminder welcomes traditional food contributions from parents. This enables all children to join in the celebrations

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need to do better?

27 February 2020 and explore new tastes. The childminder is eager to understand and share cultural terms that children may use. n The childminder uses a range of ways to promote children's physical health. This includes time outdoors each day, such as on regular bug hunts and woodland walks. Children visit soft-play centres, where they engage in energetic activity. The childminder encourages children to take appropriate risks in their play. This helps them to build confidence as they master new skills, such as to climb, jump and maintain their balance. n Parents are very happy with the care the childminder provides. They recognise the swift progress their children make and often bring forward the planned care of siblings. Parents appreciate the different ways they receive information, such as through daily diaries and regular photographs of the activities children take part in. n The childminder uses various training opportunities to continually develop her

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need to do better?

knowledge and skills. However, she does not always target her learning on ways to enhance her good-quality teaching further. Recent training has mainly focused on aspects that relate to safeguarding. n The childminder uses a range of situations to promote children's good use of social skills. However, during planned activities, there is scope to encourage children further to value the contributions and ideas of others.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder maintains a secure knowledge of child protection issues, including of the wider aspects of safeguarding. She recognises the signs or symptoms that children may present with and how these can link to the different areas of abuse or neglect. The childminder knows the correct reporting procedures to follow in line with her local authority and ensures the contact information she has is kept up to date. She is aware of the action she needs to take in the event of any allegation being made against a household member.

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should:

n establish a more focused programme of professional development to consistently improve the teaching of the curriculum and help children to make even better progress n enhance children's use of good social skills further so that they begin to consider the needs and views of others and show consistently high levels of respect.

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Setting details

Unique reference number 219377 Local authority Bedford Inspection number 10137429 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder Age range of children 1 to 4 Total number of places 6 Number of children on roll 3 Date of previous inspection 2 February 2015

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Information about this early years setting

The childminder registered in 1994 and lives in Kempston, Bedford. She operates all year round from 7.30am to 5pm, Monday to Thursday, except for bank holidays and family holidays. The childminder provides funded early education for three- and four-year-old children.

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Inspection activities

n The inspector observed the quality of teaching during activities indoors, and assessed the impact this has on children's learning. n The inspector discussed the curriculum with the childminder and completed a joint evaluation of the activities that she provides for children. n The inspector held a number of discussions with the childminder. She looked at relevant documentation and evidence of the suitability of persons living in the household. n The inspector spoke to, and interacted with, children during the inspection. n The inspector took account of the views of parents through written feedback provided.

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Inspection activities

27 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

27 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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