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

Children enjoy spending time with the childminder and demonstrate secure attachments to her. They are content in their play and exploration. Children have many opportunities to choose their activities and especially enjoy imaginative play. They use toy cleaning equipment to pretend to clean the floor in the playroom. At other times, they explore how a mop can be used to make marks in puddles outdoors. Children show their developing understanding of time. For example, they wear a watch, look at it and tell the childminder, 'It is dinner time' and 'It's time to go outside'.

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The provision is good

Children benefit from regular active play, such as in the garden and on walks in the community. They enjoy climbing and swinging. The childminder makes sure children have a balanced diet, which includes fruit and also carbohydrates to fuel their energy levels. During school holidays, the childminder's house is busy. Older children are patient with younger ones, and they play together very well. Children readily use good manners in their interactions with each other and the childminder. Children's behaviour is very good.

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need to do better?

n During the COVID-19 (coronavirus) pandemic, the childminder has continued to care for children. She has introduced more hygiene procedures to help her keep children safe and healthy, such as around hand washing and sanitising. The childminder has a good understanding of where any gaps in children's learning have emerged and has implemented effective strategies to enable these to close. Children have continued to make good progress. n The childminder supports children well through her interactions with them. For instance, children are learning how to skilfully use tools, such as scissors. They enjoy snipping at dough to make shapes. Children also know how to use battery operated toys and are able to switch them on. For example, they use a toy drill to make holes in dough. These opportunities help children to develop skills they need for their future learning. n Parents meet with the childminder when they first enrol their children at the

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need to do better?

setting. They share information about their children, such as their key routines, sleep times, and medical information. This helps children to quickly settle in the childminder's care. However, the childminder does not ask parents for sufficient information about what children already know, can do and understand. Consequently, she is not always able to identify and build on their individual learning needs right from the start. n The childminder teaches children how to keep themselves and others safe. Children recall information they gain from events, such as fire drills. They know that the smoke alarm will make a loud noise and they have to leave the house

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need to do better?

17 August 2021 and wait for the firefighters. n Children enjoy looking at books and listening to the childminder read stories to them. They show a good understanding of how to gain information from pictures. Children point to words and ask the childminder what they say. This demonstrates their developing understanding of how words carry meaning. n Parents speak positively about the childminder. They state she offers good support to both children and families. Parents say their children are very happy and love to attend. The childminder reflects on the ways she shares information with parents. She has identified that moving from using daily diaries to electronic means, has led to more effective sharing of information on children's learning and development. n The childminder takes children to different groups in the community. She talks about how she sees children's confidence and social skills growing, such as when

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need to do better?

they take part in music groups. n Children's communication and language skills are, overall, promoted well. The childminder provides a language-rich environment where children are supported to talk. The childminder identifies where children need more support with their communication and language skills. However, she does not always target her professional development to help her to have the best possible knowledge of how to support this area of children's development.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder understands her role to keep children safe. She keeps up to date with changes in child protection legislation by completing mandatory training. The childminder has a good understanding of the signs that may indicate a concern about children's welfare, including abuse and extremism. She knows the procedures to follow to report any concerns of this nature. The childminder holds contact details for the relevant agencies in her local area. This enables her to take swift and appropriate action to keep children safe from harm.

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should:

n gather more information from parents when children are first enrolled, to help swiftly identify and build on the skills children already have n target professional development opportunities more precisely to help raise the quality of teaching to an even higher level.

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Setting details

Unique reference number EY560435 Local authority Central Bedfordshire Inspection number 10190491 Type of provision Childminder

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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 9 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2018 and lives in Toddington. She operates all year round from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3.

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Inspection activities

n This was the first routine inspection the childminder received since the COVID- 19 (coronavirus) pandemic began. The inspector discussed the impact of the pandemic with her and has taken that into account in her evaluation of the childminder. n The inspector and the childminder looked at the areas of the house that are used for the care of children and discussed how the childminder 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 was looked at by the inspector, which included documents relating to safeguarding, complaints and the suitability of household members. n The inspector discussed the needs of individual children with the childminder and talked with her about the progress they are making. n The inspector took into account the written views of parents and discussed the

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Inspection activities

childminder's reflections of practice with her.

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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

17 August 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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