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 a wide variety of stimulating resources both indoors and in the secure garden. The childminder plans age-appropriate activities to support children's development. She skilfully adapts them to meet the needs of individual children. For example, younger children enjoy mimicking animal sounds in a snowy farm scene. Older children practise mark making in the pretend snow.

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The provision is good

Children demonstrate that they feel safe in this friendly environment. They have a close bond with the childminder and regularly approach her for cuddles. Children interact confidently with visitors. They invite them into their activities and excitedly show them the many interesting resources they enjoy playing with.

p.2

The provision is good

The childminder places sharp focus on developing children's communication skills. She introduces activities to extend children's vocabulary at every opportunity. For example, during lunchtime, she reads a story about healthy eating. Children are encouraged to identify and talk about the foods in the book.

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The provision is good

Children are learning to be independent. They put on their own coats and shoes and help with tasks, such as pouring drinks and making their lunch. Children focus their attention well on activities and listen intently to stories. This prepares them for the routines of school.

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need to do better?

n The childminder has a good understanding of how children learn. She uses their interests and experiences from home to plan activities to support their development. For example, children learn to behave gently around new babies in a doll-washing activity. n The childminder communicates well with parents and carers from the start. She gathers comprehensive information about children's routines and preferences. The childminder then adapts her practice to meet their individual needs. This supports children to settle swiftly in the setting. n Children demonstrate high levels of concentration in activities. The childminder supports this by praising their perseverance. For example, in a shop role-play activity, children are encouraged to try alternative methods of making their ideas understood. n Children are kind to one another and are learning to take turns. The childminder encourages this positive behaviour with lots of praise and affection. When

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need to do better?

children display unwanted behaviour, the childminder uses age-appropriate methods to support their understanding. For example, when children have disputes over a doll, she places it in a highchair so they can all have lunch together.

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need to do better?

18 November 2021 n The childminder is knowledgeable about how children develop. She understands the process involved in children meeting their milestones. The childminder shares this knowledge with parents, which allows them to support children's learning and development at home. n The childminder works closely with other professionals to support children's well- being and development. She regularly shares her knowledge of children and their progress. The childminder also seeks advice from specialists. This enables her to provide activities and resources to meet the additional needs of children in her care. n Parents speak highly of the childminder and the high-quality care she offers. They appreciate the varied learning opportunities she provides for children. Parents comment on the close bond children have with the childminder. They value the fact that she goes out of her way to support the entire family.

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need to do better?

n The childminder reflects well on her practice. She establishes areas of focus based on the changing needs of children in her setting. For example, her recent assessments have shown that children are struggling in group situations. The childminder has established relationships with other settings to support children's social development. n The childminder encourages children's curiosity in activities. She engages them in conversation by asking lots of open-ended questions. Children are given plenty of time to respond to these age-appropriate questions. However, the childminder does not place such emphasis on supporting all areas of children's development. For example, during a tower-building activity, the childminder does not consistently extend children's mathematical knowledge.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good understanding of the signs and symptoms that could indicate that a child is at risk of harm. She knows the correct procedure to follow if she has concerns about the welfare of a child. The childminder ensures her home is safe for all children in her care. She completes regular risk assessments of all areas of the setting and is aware of potential hazards when on trips out.

p.3

should:

n support children's mathematical development further in both planned and spontaneous activities.

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Setting details

Unique reference number 2525653 Local authority Central Bedfordshire Inspection number 10208269 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 5 Number of children on roll 5 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2019. She operates from 6.30am until 6pm, Monday to Friday, all year round, except for family holidays and bank holidays. The childminder holds a relevant qualification at level 3.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 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 inspector observed the quality of education to assess the impact on children's learning. n The inspector considered the views of parents by reviewing feedback letters during the inspection. n The inspector and childminder completed a joint observation of an activity to assess the quality of teaching. n The inspector looked at relevant documents, including evidence of the suitability of all persons living at the premises. n The inspector and childminder discussed how the early years setting is organised. n The inspector held discussions with the childminder about the monitoring of learning and development in the setting and tracked the progress of children.

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Inspection activities

18 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

18 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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