Carol Anne Sulman

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 are happy, engaged and settled in the childminder's care. They take delight in involving the childminder and her assistant in their imaginary play. Children offer to make the childminder a cup of tea in the role play kitchen. Before they pass the cup to the childminder, children pretend to drink the tea, giggling at the childminder's response. Children have time to consider how to answer questions. They feel valued as the childminder responds to their descriptions and explanations in a positive way. Young children join in with actions during songs and stories, helping them understand words and phrases they hear. They indicate to the childminder and assistant which traditional rhyme they would like by demonstrating the actions when they struggle to say the words.

p.2

The provision is good

Children enjoy physical play in the garden. They throw beanbags through different- sized circles. This helps to strengthen their upper body. The childminder talks about the colour of the bags and the numbers printed on the target, further enhancing children's learning. Children concentrate for long periods of time. They squeeze, role and shape play dough. Young children watch as adults show how they can change the shape of the dough. They copy what they have seen, demonstrating their willingness to have a go themselves.

p.2

need to do better?

n The childminder continues to review and refine her risk assessments, including those to help reduce the risk of infections such as COVID-19 (coronavirus). Children and parents have rapidly adapted to new routines. For example, children enter through a new entrance and hang their coats on individual pegs. They enthusiastically use hand sanitiser before moving through into the house. Parents no longer enter the property, but remain confident that their children quickly settle. n Children enjoy sitting together for snacks and meals. They try new tastes and textures when they eat the varied and nutritious food the childminder and her assistant provide for them. Young children have plenty of time to use spoons independently, helping them develop the skills needed to feed themselves. n The childminder has regular discussions with her assistant to plan activities and daily routines. They discuss children's progress to help shape the curriculum.

p.2

need to do better?

The childminder has identified future training courses to help strengthen the newly appointed assistant's knowledge and understanding of how children learn. The assistant is enthusiastic and keen to develop his role. n Children behave very well. The childminder and her assistant are positive role models who demonstrate respect and kindness towards the children and their parents. Their consistent expectations and house rules support children's understanding of boundaries.

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need to do better?

14 July 2021 n The childminder works closely with parents to help children accomplish key developmental milestones and skills. For example, she uses the same approach to potty training as parents. The childminder introduces reward charts based on children's favourite film characters for children to place stickers on when they have used the toilet. This helps to motivate children. n Parents meet with the childminder when they first enrol their children at the setting. Parents and carers share information about what their children like, key routines, such as sleep times, and medical information, such as allergies. This helps the childminder settle children in her care using familiar routines and resources. However, the childminder does not ask parents for sufficient information about what children already know, do and understand to help identify their individual learning needs right from the start. n The childminder and her assistant regularly reflect on children's achievements,

p.2

need to do better?

helping them to plan for the next stage of children's learning. However, on occasions, the childminder does not effectively use this knowledge to appropriately build on what children already know and can do to support more rapid progress.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder and her assistant regularly update and refresh their knowledge and understanding of how to safeguard children. They recognise possible causes for concern and know what action to take. The childminder displays a list of contact details she can use in the event of needing to report a concern about children's welfare and safety. The childminder and her assistant ensure that children are only collected by recognised, permitted adults.

p.3

should:

n gather even more information from parents and carers when children are first enrolled, to help identify what children have already learned right from the start n review information gained from observations and planning to support the sequencing of children's learning, to help consistently build on what they already know and can do.

p.3

Setting details

Unique reference number EY557795 Local authority Central Bedfordshire Inspection number 10175163 Type of provision Childminder

p.4

Registers

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

p.4

inspection

Total number of places 12 Number of children on roll 18 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2018 and lives in Dunstable. She operates all year round, from 7am to 6pm, Monday to Friday, except for family holidays and bank holidays. The childminder employs one full-time assistant. The childminder provides funded early education for two-, three- and four-year-old children.

p.4

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 provider and has taken that into account in their evaluation of the provider. n The childminder described how she plans her curriculum and sets out her resources in her home and garden. n Activities in the house and garden were observed by the inspector. She spoke to the childminder, her assistant and children at appropriate times throughout the inspection. n The inspector looked at a range of documents, including evidence of the suitability of the childminder, assistant and other household members. She looked at first-aid certificates and a selection of children's records. n The views of a parent spoken to on the day, and feedback from questionnaires and online recommendations from other parents, were taken into account by the inspector.

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Inspection activities

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

14 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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