Smith, Karen

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 secure in the childminder's care. They welcome visitors with a smile and invite them to join in with their activities. Children 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. Older children enjoy making patterns on peg boards, while younger ones seek out their favourite toy animals and match them up.

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The provision is good

Children demonstrate strong communication and language skills. Older children use speech very well to talk about their experiences and express their ideas. Younger children use words very effectively as they show their developing understanding of size. For example, they describe a small elephant as the 'baby' and the large one as the 'mummy'. They also use positional language correctly, for example by saying that a pencil is 'upside down' when they try to use it the wrong way up. The childminder has high expectations around children's behaviour. For example, she expects them to use good manners and kind words. She constantly reminds children to say 'please' and 'thank you' and to share toys. This results in children behaving well and playing cooperatively.

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need to do better?

n During the COVID-19 (coronavirus) pandemic, the childminder has closely reflected on her practice and monitored children's learning and well-being. She has reduced daily tasks, such as cooking, so that she is able to spend more time with each child. The childminder has noticed some decline in children's social development. However, her early intervention has meant that these gaps are rapidly closing. n Since registering, the childminder has completed a BA Honours Degree in Early Years Education. This, as well as the many other training courses she has undertaken, has impacted positively on her practice. She is passionate about being a childminder and states that it gives her freedom to support children to learn and develop in the best possible ways. n Children's small-muscle skills are strong. From a young age, they hold pencils with a pincer grip and make deliberate marks on paper. At other times, children

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need to do better?

skilfully thread small, hooped pieces of cereal onto the spikes of toy dinosaurs. The childminder understands why it is important for children to repeatedly practise these skills in preparation for future learning. n The childminder has high expectations of the things that children can do for themselves. From a young age, they complete tasks such as spreading butter on toast, and they have a good attempt at using a knife to cut it. The childminder works closely with parents when children are toilet training. Children make swift progress as the same level of support is offered when they are with the

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need to do better?

24 August 2021 childminder as it is at home. n Parents speak positively about the childminder. They state that their children settle very well with her and that they are safe and secure in her care. Parents say that the childminder provides them with daily information about how their children are developing, and they know how to support their learning at home. n The childminder networks with other childminders. They offer each other peer support as well as practical help. Children benefit from socialising with other children as they undertake activities together. n The childminder thinks carefully about the learning opportunities she provides. She makes them appealing and children are very excited to explore. For example, toy dinosaurs set out in a large tray of breakfast cereal entice children to learn. As children bang the dinosaurs down, the childminder helps them to understand what the word 'crunchy' means. At other times, children squash the

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need to do better?

cereal in their hands and she tells them it is 'crumbly'. n Overall, the childminder gets to know children well. She spends time with parents to find out what early experiences children have had and what their interests are. However, she does not gather sufficiently detailed information from parents to help her to build on what children can already do.

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. She knows how to contact relevant agencies in her local area, to seek advice or to make referrals. This enables the childminder to take swift and appropriate action to keep children safe from harm. She keeps up to date with changes in child protection legislation by completing mandatory training. The childminder has a clear safeguarding policy in place which she shares with parents to help them to know how she safeguards their children.

p.3

should:

n develop the procedure to gather precise information from parents when children are first enrolled, to help swiftly identify and build on the skills children already have.

p.3

Setting details

Unique reference number EY560686 Local authority Luton Inspection number 10190556 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

p.4

Information about this early years setting

The childminder registered in 2018 and lives in Luton. She operates all year round from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a BA Honours Degree in Early Years Education. She provides funded early years education for three- and four-year-old children.

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Inspection activities

n This was the first routine inspection the childminder received since the COVID19 (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 setting. n The inspector looked at the areas of the childminder's home that she uses with children and discussed 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 was looked at by the inspector, including documents relating to safeguarding, complaints and the suitability of household members. n The inspector took account of the verbal and written views of parents and discussed the childminder's reflections of her practice with her.

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Inspection activities

24 August 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

24 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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