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 Good

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The provision is good

Children are happy and excited to see the childminder and their friends. They appreciate the warm welcome from the childminder. Children are at the heart of the childminder's provision. They show that they feel safe, settled, and happy in her home, and display a strong sense of belonging. Children show confidence in leading their learning and the childminder adapts activities to support this. For example, when painting with paintbrushes, the children put cars into the paint. The childminder encourages the children and talks about the pattern the painted wheels make. This engages all the children in learning.

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The provision is good

Children are excited to explore the interesting environment provided by the childminder. For example, children are fascinated by some flowers and leaves that the childminder added to water and froze overnight. Children behave well. They are supported with sharing and how to understand their emotions. For example, children choose different emotion cards to express how they are feeling. The childminder supports the children in understanding what their chosen emotion means. The childminder has very positive relationships with the parents and regularly shares what the children have been doing and learning. Information is gathered from the parents about what their children know and can do to identify their starting points.

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need to do better?

n Children develop a love of books. They regularly read stories and sing nursery rhymes with the childminder. Younger children enjoy having cuddles as they listen to stories. The childminder reads both familiar and unfamiliar stories to the children and asks questions to engage them in the story. She talks with parents about what books they have at home and ensures that these are available for the children to read in her home. n The childminder plans regular outings with other childminders to promote children's social skills, knowledge and awareness of the wider world. The childminder arranges weekly visits to the woods and local nature areas, where children enjoy being active in the fresh air, learn about nature, and develop their physical skills and strength. n The childminder provides lots of opportunities for the children to be active and to be healthy. The children learn to wash their hands before meals, enjoy

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need to do better?

healthy fruit snacks, drink water, and learn about their emotional well-being. They have regular outside time where they run and explore the outdoors. Children also enjoy being active during song time, where they move around as they try to jump like bunnies. n The childminder knows the children well. Through regular observation and information from the parents, she plans the next steps for the children to ensure

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need to do better?

7 December 2021 they make good progress. However, at times, the childminder does not always provide further challenge for the most-able children or introduce new words to extend children's vocabulary. n The childminder talks to the children as they play and explore. However, she sometimes does not give children enough time to think and respond to questions or to the problems they encounter. Therefore, children do not learn how to solve problems for themselves at the earliest opportunity. n The childminder uses mathematical language at every available opportunity. For example, she counts with the children how many slices of apple are being cut at snack time. She talks about the size of different buttons and counts in order how many holes the children have made in the play dough. n The relationships the childminder builds with parents are a strength. She includes them in every stage of their journey by sharing information daily with

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need to do better?

them about their child's learning and achievements. She supports and advises parents on issues, such as healthy eating and toilet training. n Children have good opportunities to develop their independence. At snack time, children prepare the fruit. Younger children hand out plates to the other children. Under supervision, children use safety knives to cut grapes in half and slice apples to share with their friends.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good knowledge of child protection. She knows how to keep children safe and who to contact if she has concerns about their welfare. She has completed relevant training to secure her knowledge and understanding of her role and responsibilities. The childminder has appropriately updated her safeguarding policies and procedures. She completes a termly safeguarding audit to identify any areas that she needs to update and refresh. The childminder works to ensure that her home is clean, safe and well maintained, to ensure children can play and explore safely.

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should:

n give children more time to think and respond to questions, developing their language and vocabulary skills even further n find ways to help children to solve their own problems.

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Setting details

Unique reference number EY473309 Local authority Central Bedfordshire Inspection number 10075658 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 19 April 2016

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Information about this early years setting

The childminder was registered in 2014 and lives in Cranfield. She operates term time only from 7.30am to 5.30pm, Monday to Thursday, except for bank holidays and family holidays. The childminder is a qualified teacher.

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Inspection activities

n This was the first routine inspection the setting 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 their evaluation of the provider. n The inspector completed a learning walk with the childminder and discussed how her curriculum supports children's learning. n The inspector observed the quality of education during activities, indoors and outdoors, and assessed the impact this has on children's learning. n The inspector carried out a joint observation of an activity with the childminder. n The inspector held discussions with the childminder. She reviewed a sample of documentation and evidence of the suitability of persons living in the household. n The inspector held discussions with parents and took account of their views.

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Inspection activities

7 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

7 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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