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 Not applicable

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The provision is good

Children demonstrate that they feel happy and display a strong sense of belonging in the childminder's setting. They engage well in independent play and learning. The childminder is aware of children's interests and makes sure that they can easily access their favourite toys. For example, young children spend time exploring space and shape as they work out how to post play people through a window in a model house.

p.2

The provision is good

Young children are learning how to make their needs known, as they babble and gesture. The childminder is highly responsive to their requests. She helps them to sit in toy cars after they have pointed to them. Children use their voices as the childminder encourages them to join in spontaneous singing opportunities. This further promotes children's communication and language development.

p.2

The provision is good

Children are free to explore using all their senses. For example, they take great delight in watching what happens when they drop toys through holes or listen to sounds as they press buttons. The childminder has high expectations for children. She communicates to children through her effective interactions, such as modelling mathematical language as they play. Children's behaviour is good.

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need to do better?

n Parents speak positively about the childminder. They say she provides a homely environment where children feel comfortable. Parents state that their anxieties about young children starting with the childminder during the COVID-19 (coronavirus) pandemic were soon alleviated. They say that her wonderful settling procedures helped their children to very quickly feel secure. n Relationships between children and the childminder are warm and friendly. Babies have secure routines, such as for sleeping. The childminder makes sure that they are clean and comfortable before settling them to sleep. She plays gentle music to help babies relax and fall asleep quickly. n The childminder has highly effective hygiene procedures in place. She is prolific at making sure her own and children's hands are washed and that surfaces, such as changing mats, are cleaned after every use. The childminder uses songs to teach children about the importance of handwashing to remove germs.

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need to do better?

n Through discussion, the childminder explains how she teaches older children and helps them prepare for future learning, including starting school. For example, she uses letters and print in the environment to support their early reading and writing skills. n Children enjoy spending time outdoors. The childminder makes good use of her garden and local parks to provide a wide range of opportunities for physical play. Children develop their large muscles when climbing and kicking balls.

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need to do better?

19 May 2021 n The childminder is aware of where children are in their development. She observes them closely and is able to use her observations and assessments to identify what children need to learn next. This helps her to close any gaps in their learning to prevent them from falling behind. Children are making good progress. n The childminder networks very closely with other childminders. They offer each other peer support as well as practical help. The childminder states that she has gained invaluable knowledge and advice from more established professionals. This has helped her to develop and implement secure policies and procedures. n The childminder undertakes regular training and research. She seeks out training that is relevant to her practice, such as how to support children who have allergies. Recent training covering schemas has helped the childminder to have a deeper understanding of the different ways that children learn.

p.2

need to do better?

n The childminder gets to know children's routines and interests well. However, she does not always gain enough information from parents about what children know and can do when they start to attend her setting. Consequently, the childminder is not always able to robustly identify children's starting points in learning from the outset.

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 knows how to contact relevant agencies in her local area to seek advice or to make referrals. The childminder has a clear safeguarding policy in place. This contains information on the use of mobile phones and photographs. The childminder shares her policies with parents to inform them of how she endeavours to safeguard children.

p.3

should:

n develop a greater understanding of children's development levels when they start to attend, in order to build on what they know and can do right from the start.

p.3

Setting details

Unique reference number EY548395 Local authority Bedford Inspection number 10143475 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 1 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2017. She lives in Kempston, Bedford. The childminder operates Tuesday to Thursday, 7.30am until 6pm, all year round, except for family holidays and bank holidays.

p.4

Inspection activities

n This was the first routine inspection the childminder received since the COVID- 19 pandemic. The inspector discussed the impact of the pandemic with the provider and has taken this into account in their evaluation of the provider. n The childminder and the inspector completed a learning walk of the childminder's home. This included all areas used with the children and a discussion about 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 were reviewed by the inspector, which included documents relating to safeguarding, complaints and the suitability of household members. n The inspector and childminder discussed the needs of individual children and talked about the progress they are making. n Parents shared their views with the inspector and the childminder discussed how

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Inspection activities

19 May 2021 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

19 May 2021 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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