Gemma Gordon

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 show that they are eager to learn. They are happy, settled and enjoy spending time with their friends and the childminder. Children form close bonds with the childminder. They are polite and very well behaved. Older children are actively encouraged to talk about their feelings, to be kind to their friends, to share and take their turn. Children are supported to stay safe. They demonstrate that they understand how to use the trampoline safely.

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The provision is good

Babies explore a range of resources. They scrunch silver foil in their hands, enthusiastically shake maracas and smile with delight as they knock down the colourful stacking cups. This supports them to explore and develops their hand-to- eye coordination and physical skills. Older children enjoy being physically active in the fresh air. They enthusiastically bounce on the trampoline, and concentrate as they carefully use the ladle to transport water from one container to another. Children eagerly use their nets to fish for the toy sea creatures in the water. They shout out demonstrating pride when they catch a fish. Children are provided with a range of opportunities to immerse their fingers and explore the different textures of custard, foam and spaghetti.

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need to do better?

n The childminder puts the children at the centre of everything she does. She has worked hard to create a welcoming, well-resourced environment, which supports good quality play. The childminder completes mandatory training and has accessed a broad range of courses to help develop her knowledge of child development. n The childminder takes account of the children's interests and has a clear intent for what she wants them to learn. She makes ongoing observations and assessments of the children's achievements and progress. Consequently, she structures the curriculum to support and build on what children know and can already do. However, on occasions, the childminder asks children questions in quick succession without giving them the time to think and respond to what they are asked. Furthermore, sometimes, the childminder interrupts children's play and opportunities for them to develop and complete the activities they are

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need to do better?

enjoying. n The childminder is kind and caring towards the children. She lovingly cuddles younger children if they are upset and immediately recognises when they are tired or hungry. Older children confidently ask for help if needed. These positive interactions help to develop secure attachments and support children's emotional well-being. n Throughout the COVID-19 (coronavirus) pandemic, the childminder continued to support the children in her care. She completed online activities, such as reading

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need to do better?

5 July 2021 stories and holding rhyme-time sessions with the children. This helped them to continue to develop their language skills and supported ongoing relationships. The childminder regularly shares information about children's progress. Parents comment very positively about the childminder. They state that their children are very well looked after and are making good progress in their learning and development. n The childminder actively supports children to develop their literacy, and communication and language skills. Children are learning to recognise letters in their name and the childminder introduces new vocabulary as they play. For example, she uses the word 'ferocious' to describe an angry dinosaur and introduces the word 'gravity' when she talks to the children about space and travelling to the moon. n The childminder provides many opportunities for the children to develop their self-care skills and independence. They learn how to use utensils, such as knives

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need to do better?

correctly and thoroughly enjoy cutting up their fruit for snack. The childminder encourages the children to count the pieces of fruit and to differentiate between the large and small pieces. This supports their mathematical development. n The childminder successfully broadens children's range of experiences. Children use sticks to make marks on the ground, jump in muddy puddles and make mud pies in the woods. They learn about different animals during trips to the farm, and plant flowers and vegetables to learn about growth. Children learn to appreciate and respect the diversity of others. They make diva lamps in celebration of Diwali, and the childminder shares pictures of the colourful costumes worn during the Rio de Janeiro carnival in Brazil.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder understands her responsibilities with regard to protecting children. She attends regular training to keep her knowledge up to date. The childminder is able to confidently identify indicators of abuse and understands wider safeguarding issues, including recognising children who may be at risk of radicalisation. She knows how to make a referral to the relevant agency with statutory responsibility. Daily checks of the premises and garden ensure the areas are safe and suitable for their purpose.

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should:

n give children time to consider their responses and share their ideas as they respond to the questions asked n review and improve the organisation of planned routines to support children to develop and complete the activities they are enjoying.

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Setting details

Unique reference number EY560777 Local authority Central Bedfordshire Inspection number 10190616 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 6 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2018 and lives in Shefford, Bedfordshire. She operates all year round from 8am to 6.30pm, Monday to Friday, except for family and bank holidays. The childminder holds a relevant childcare qualification at level 3.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 (coronavirus) pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken that into account in their evaluation of the provider. n The childminder showed the inspector the areas of her home that the children access. They discussed what she intends the children to learn and the activities she provides. n The inspector and the childminder completed a joint observation together. n The inspector spoke with the childminder and the children at appropriate times throughout the inspection. n The inspector spoke to a parent and read feedback from other parents. She took account of their views. n The inspector looked at documentation and evidence of the suitability of persons living in the home.

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Inspection activities

5 July 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

5 July 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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