Childminder in Central Bedfordshire

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

Young children demonstrate secure attachments to the childminder. They are happy and settled in her care, and they behave well. Children have familiar routines, such as for sleeping and for eating. Babies anticipate what is going to happen next and show excitement at this. For example, when the childminder sits them in highchairs, they excitedly wave their arms as they know food is coming. Children enjoy walks around the rural village where they learn about the world around them. They watch farm animals and, at certain times in the year, they pick apples from trees growing in the communal orchard.

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The provision is good

Children have many opportunities to develop early mathematical skills. For example, they explore space and shape as they play with shape sorters. The childminder models counting at every opportunity. For example, when she is dressing babies, she counts their toes. When babies are sitting on the floor playing with blocks, the childminder counts as she builds up towers. Babies squeal with delight as they knock them down. The childminder repeats the activity when babies pass blocks to her. This adds to their enjoyment of learning.

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need to do better?

n During the COVID-19 (coronavirus) lockdowns, the childminder cared for children on a flexible basis. She provided them with favourite toys and activities to help them to feel settled in her care. The childminder implemented new procedures to keep children, families and herself safe. For example, she has a thermometer readily available to take the temperature of people entering her premises. She also keeps a log of visitors to the premises. n The childminder gains useful information from parents when children start to attend. This helps her to get to know them well, and she quickly assesses their development and identifies what children need to learn next. The childminder involves parents in children's learning, and they share information on a regular basis. This contributes to the good progress children make. n The childminder has a passion for children's learning outside. She provides a good outdoor environment that is full of exciting learning opportunities. For

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need to do better?

example, children can learn about the natural world, such as watching how tadpoles develop into frogs. The childminder hides ornamental butterflies to help children use their observational skills. n The childminder builds effective partnerships with other providers that also care for children. She is proactive in making contact so that she can discuss children's development with the relevant key persons. n Parents speak positively about the childminder. They say she provides a homely environment and children are very happy to attend. The childminder uses online surveys to gain feedback from parents about the service she offers. She uses

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need to do better?

27 May 2021 their ideas to further improve her practice. n The childminder teaches children about the natural world. They learn how food grows, such as when they tend to vegetables growing in the garden. The childminder is committed to helping children learn about recycling and reusing materials. She provides many natural resources that children can use in their imaginative play. n The childminder reflects on her practice and looks for ways she can develop her knowledge and teaching skills. She undertakes relevant research and training. This has a positive impact on her practice. The childminder uses online forums to shares ideas with other childminders. n Young children are learning how to express their wants and needs. For example, they point to mobiles hanging on the ceiling that they want to touch. The childminder responds positively. She uses clear, simple words to help children build a good vocabulary.

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need to do better?

n The childminder provides many opportunities for children to develop and to practise their physical skills. For example, they have opportunities to climb and to bounce on equipment in the garden. Babies use their hands to post small blocks through holes. The childminder talks about providing activities at different heights to encourage babies to stand. However, the organisation of space inside does not always allow for babies to be able to move around freely.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good understanding of how to recognise any signs that children may be at risk of harm. She knows how to respond and pass on concerns to the relevant agencies in her local area. The childminder undertakes training to develop her knowledge and understanding further. She has secure policies and procedures in place that she uses to support her good practice.

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should:

n organise the space indoors more effectively, in order for babies to be able to move themselves around freely as they develop and practise their large-motor skills.

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Setting details

Unique reference number EY551497 Local authority Central Bedfordshire Inspection number 10174023 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 3 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2017 and lives in Great Billington. She operates all year round from 7am to 3pm, Monday to Friday, except for bank holidays and family holidays.

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Inspection activities

n This was the first routine inspection the childminder received since the 2020/21 COVID-19 pandemic. The inspector discussed the impact of the pandemic with the provider and has taken this into account in her evaluations. n The childminder and the inspector completed a learning walk of all areas used for the care of the children, and held discussions about how the childminder operates her practice. n The inspector accompanied the childminder and the children on a local walk. n The inspector observed the childminder joining in activities with children and discussed the learning that was taking place with her. They also talked about the progress children are making. n A sample of policies and procedures was reviewed by the inspector, which included documents relating to safeguarding, complaints and the suitability of household members. n The inspector saw written feedback from parents and took this into account, and

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Inspection activities

the childminder discussed how she reflects on her practice.

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Inspection activities

27 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

27 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

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