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 are safe and well cared for in this warm and welcoming home. They demonstrate strong attachments to the childminder as they seek her out for reassurance and cuddles. She gives children the confidence to try new activities and instils a 'can-do' attitude. Children eagerly choose resources for themselves and gain the attention of the childminder to join them.

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The provision is good

The children regularly go outdoors and use the local areas, which helps develop their physical skills. They balance on beams and roll down small hills at the local park to develop their body strength and coordination. Babies cruise safely around the furniture, practising their new walking skills. Children use their imaginations and have ample opportunity to express themselves. For example, during craft activities children choose to use glue, or draw or both. The childminder is not prescriptive about the end product and praises the children for creating their own picture. Children explain they are drawing a sleeping dog, making the sound 'shhh' by placing their finger over their lips. The childminder sings to children and babies jiggle their bodies to music while they smile with delight.

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The provision is good

Older children show care towards one another. They watch while babies have their bottles and then help to burp them by gently patting their backs. Children develop their love of reading as they choose books, share stories and talk about the pictures with the childminder.

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need to do better?

n The childminder has a strong understanding of how children learn, including when children may not be meeting age-related expectations. She obtains a range of information about children's development and continues to assess their learning. This includes communicating with other settings that children attend. This helps her adapt her teaching to meet children's individual learning needs. n The childminder helps children learn in a methodical, sequential way. She builds on what they already know and can do and encourages them to remember previous experiences. For example, she encourages children to remember the animals they saw at the farm and make the associated noises. n Children's communication skills are given a high priority. The childminder skilfully plays with young children at their level, so they can hear and see her speak. She listens to them talk, repeats words clearly for them and praises them when they

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need to do better?

learn new words during their play. This helps children make good progress, particularly in their communication and language development. n Parents are happy with the care and education the childminder provides for their children. They receive regular updates about their child's day and development. Parents explain the childminder welcomes information they share about their

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need to do better?

8 November 2021 children. This helps benefit children's overall well-being and development. n The childminder keeps her knowledge up to date about essential issues. She makes use of a network of childminders to develop her practice. However, when considering professional development opportunities, these are not always precisely refined to support children's learning and development in a targeted way. n Children are developing positive emotional and social skills. The childminder helps children be gentle with babies and pets. She helps them take turns with toys. Children name members of their own and the childminder's family, helping them to feel a sense of belonging when they are with her. n The childminder makes good use of the local area, including the nearby park and forest centre. Children experience walks in the woods, observing animals and collecting leaves. They use the leaves for craft activities back in the

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need to do better?

childminder's home. This helps children learn about the natural environment. n Children practise independence skills and learn about how to be healthy, when they are in the childminder's care. They follow the routine to wash and dry their hands after nappy changes. All children, even very young babies, can drink water from cups by themselves when they are thirsty. n Children benefit from the childminder's play-based approach. She models how to use resources and asks children appropriate questions to encourage their thinking. However, on occasion, the childminder does not allow them to experiment fully with resources. For example, she does not encourage children to think about what might happen if they assemble stacking cups in the wrong order.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder understands her responsibilities to help keep children safe. She confidently identifies when there are concerns about a child or their family and knows how to respond so they receive support swiftly. The childminder has good knowledge about which agencies she needs to contact with concerns, including when an allegation is made against her or a household member. There are suitable policies in place with the relevant agency details, should she need to contact them.

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should:

n identify even more specific areas of professional development that benefit children's learning n build on the opportunities for children to consider problems and work out solutions for themselves.

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Setting details

Unique reference number EY562765 Local authority Central Bedfordshire Inspection number 10191285 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 8 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2018 and lives in Marston Moretaine. She operates all year round from 7am to 4pm, Monday to Thursday, except for bank holidays and family holidays. She provides funded early education for two-, three- and four- year-old children.

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Inspection activities

n This was the first routine inspection the setting received since the COVID-19 pandemic. 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 viewed the provision and discussed the safety and suitability of the premises. n The childminder spoke to the inspector about their intentions for children's learning. n The inspector observed the interactions between the childminder and children, including during an outing to the local park. n The childminder provided the inspector with a sample of key documentation on request. n Parents shared their views of the setting with the inspector over the telephone.

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Inspection activities

8 November 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

8 November 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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