Childminder EY437636

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 form a strong bond with the childminder and her co-childminder. They enthusiastically join in the games and activities the childminder provides for them and invite the childminder to join their imaginary and role play. Children dress up in nurse's and doctor's uniforms, before they pretend the childminder is their patient. This helps children learn to negotiate and communicate with their friends, while they consolidate their understanding of how to care for others.

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The provision is good

Older children help the younger ones to identify and match pictures of familiar objects when they play games, such as 'Bingo'. All the children wait in anticipation for the next card to be turned over and celebrate the success of completing their game when they have gathered all their pictures. This is just one way children develop skills in listening, sharing, sorting and matching.

p.2

The provision is good

Children accompany the childminder to drop off and collect others from the local nursery and school. This helps them familiarise themselves with other settings that they are due to attend in the future. They talk with the childminder about what they see and ask questions about the nursery or school. This helps children to feel safe and secure when the time comes for them to move on to the next stage in their education.

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need to do better?

n The childminder and her co-childminder work closely with other local childminders. They regularly attend local organised groups together and take children to a variety of local places, such as the zoo, farm and country parks. This helps to provide children with exciting and memorable experiences that help to build on what they already know. n The childminder is highly receptive to the needs of the children. She finds suitable courses to extend her own knowledge to help support children. This helps the childminder provide the most suitable opportunities for care and education for each child. n The childminder and her co-childminder value feedback from parents and other professionals. Older children tell the childminder what they have enjoyed and give ideas for future activities. This helps the childminder make continuous improvements. n Since her last inspection, the childminder has developed ways to maintain

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need to do better?

effective communication with staff from other settings that children also attend. She meets children's key persons and regularly sends and receives emails about the themes and topics children have been investigating. This helps her focus activities, to build on what children already know and can do. n The childminder builds strong relationships with parents. She encourages them

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need to do better?

26 February 2020 to write their own observations and news from home in children's daily diaries, to help her and her co-childminder provide consistent and relevant care and experiences. n Children are well behaved. They understand the simple rules set by the childminder. All the children are treated with the same degree of respect and fairness, including the childminder's own children and other family members. Children learn to share and to be kind to others. They begin to learn about democracy as they vote to decide which game is going to be played. n The childminder uses stories, songs and rhymes to help children build on their emerging language. She asks children to describe the new textures they feel, such as cotton wool. The childminder embellishes children's sentences, helping to expand their vocabularies. This assists children to confidently speak and listen with others. n Parents share information about their children's routines, interests and abilities

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need to do better?

to help the childminder and her co-childminder provide appropriate activities to support their development. The childminder uses time when very young children are sleeping to provide more structured and focused activities for the older children. This helps to prepare them for the next stage in their education. They enthusiastically recognise numbers and letters, and begin to associate letter sounds with familiar words and objects. n The childminder asks children questions to help check their grasp of concepts and understanding. However, she sometimes misses opportunities to allow children to develop their thinking skills, such as through predicting outcomes, problem solving and working out different ways of completing tasks.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder knows how to identify and report concerns about children's well- being. She follows the robust procedures that are in place. The childminder regularly checks that contact numbers for outside agencies are up to date. The childminder and her co-childminder refresh their knowledge by attending training courses. This includes detecting signs of possible abuse and extreme views that could lead to harm.

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should:

n make the most of opportunities to help children predict outcomes, solve problems and think of different ways to complete tasks for themselves and with their friends.

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Setting details

Unique reference number EY437636 Local authority Central Bedfordshire Inspection number 10091991 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 30 Date of previous inspection 9 December 2015

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Information about this early years setting

The childminder registered in 2011. She works with a co-childminder from the co- minder's home in Dunstable, Bedfordshire. They operate all year round from 7.30am until 5.30pm, Monday to Thursday, except for family holidays and bank holidays. The childminder provides funded early education for three- and four-year- old children.

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Inspection activities

n The inspector observed activities in the co-childminder's home. She spoke to the childminder, co-childminder and children at appropriate times throughout the inspection. n The inspector checked the evidence of the suitability of the childminder, co- childminder and other household members. She looked at other documents, including attendance records and evidence of continued professional development. n The childminder described the progress children have made and discussed the impact her interaction has on children's development and continued education. n The inspector read a number of emails sent from parents in preparation for the inspection and took their views into consideration.

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Inspection activities

26 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

26 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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