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 form strong bonds with the childminder. Babies turn to the childminder for cuddles and reassurance, for instance, when they meet new people. The childminder gathers a range of information from parents before children start with her. She has a flexible settling-in procedure. This helps her to meet the individual needs of each family she works with.

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The provision is good

Babies learn by watching others around them. They copy actions that they see. For example, they bang on the tray of the high chair in response to the childminder tapping the tray. Babies persevere as they learn new skills. For example, they concentrate as they try to balance plastic hoops on their heads. They keep trying until they are successful. The childminder praises them for their efforts. Babies respond by smiling with delight.

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The provision is good

Children understand how to stay safe and who to turn to for help. The childminder teaches them about fire safety and how to exit the building safely. Children confidently tell visiting adults who they can call in an emergency for help. Children enjoy visiting the local fire station. They watch the fire engines with enjoyment and speak to firefighters and staff who work at the fire station.

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need to do better?

n The childminder monitored children closely when they returned to her care after a brief closure due to the COVID-19 pandemic. The childminder identified areas where children needed more support, such as sharing how they feel. She swiftly provided a range of activities and strategies to support children to talk about their feelings. She referred parents to other professionals to seek further advice and support where appropriate. As a result, children settled back in quickly and learned to manage their feelings and behaviour. n The childminder recognises what children can do and assesses their knowledge as they play. Children confidently count the number of candles on a toy cake. The childminder extends this further. She asks children what 'one more' than 'nine' is. Children correctly identify that the number is '10'. This ongoing assessment helps the childminder to plan more-challenging activities for children

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need to do better?

and build on their existing learning effectively. n Parents are very happy with the care that the childminder provides. They feel well informed about the progress their children make while in the childminder's care. The childminder gives parents ideas to help them support their children's development at home. For instance, the childminder sent activities and resources home for children to use when they were not attending the setting due to the COVID-19 pandemic. n The childminder works in partnership with staff at other settings that children

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need to do better?

9 December 2021 attend. They discuss children's progress regularly. The childminder works hard to follow similar topics to the other settings. This helps children to make connections between their learning with the childminder and their learning at nursery. The childminder has a network of other local childminders who she meets with regularly. They share ideas and complete activities together with the children they care for. Children enjoy playing with a wider group of children. This also helps them to develop their sharing and turn-taking skills. n The childminder talks to the children as they play. Children focus well during activities and enjoy singing familiar songs and rhymes as they play. The childminder asks children questions about what they are doing. Older children confidently respond and tell her about what they are playing with. However, the childminder misses opportunities to extend children's vocabulary even further.

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need to do better?

For instance, she does not introduce new and relevant words to children as they explore different types of dry cereal during a messy play activity. n The childminder continuously reflects on the service that she offers. The childminder completes mandatory training to meet the requirements of her registration. The childminder recognises that completing more focused training could help to enhance the quality of her teaching, such as developing her knowledge around how to support children to learn about letters and the sounds they make.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder understands her responsibilities regarding children's welfare and well-being. She recognises the possible signs that a child may be at risk of harm. She has processes in place to follow to raise any concerns regarding children's welfare to the relevant authorities. The childminder understands wider safeguarding issues, such as female genital mutilation. She knows who to contact should an allegation be made against herself or a member of her household.

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should:

n make the most of opportunities to support children to learn new words so that they can broaden their vocabulary and communication skills even further n enhance professional knowledge to further support children's learning and development and to help raise the quality of teaching to an even higher standard.

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Setting details

Unique reference number 2520342 Local authority Central Bedfordshire Inspection number 10208036 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 12 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2019 and lives in Dunstable. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays.

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Inspection activities

n This was the first routine inspection the childminder received since the COVID- 19 pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken that into account in her evaluation of the setting. n The inspector had a tour of the areas of the premises used for childminding. n The inspector observed the childminder's interactions with children. She held a discussion with the childminder regarding the impact of these interactions on children's learning and development. n The inspector read a range of feedback from parents and took account of their views. n Children spoke to the inspector and interacted with her throughout the inspection. n The inspector viewed a sample of the childminder's documentation, including suitability documents and qualification certificates.

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Inspection activities

9 December 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

9 December 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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