Childminder in Bedford

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 play and learn happily. They ask questions and show interest in the answers the childminder gives them. With her support, children are able to find solutions or answers to some of their own queries. For example, when they talk through what they already know and understand, children confirm that if they eat watermelon seeds, it is not possible for melons to grow in their tummies.

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The provision is good

Children form friendships with each other. They enjoy imaginary games and role play together. Children calmly negotiate roles and what might happen next, helping them develop their social skills and ability to consider the feelings of others. Younger children benefit while they follow the positive attitudes demonstrated by others. Children understand the simple rules in place to help keep them safe, such as not entering particular parts of the kitchen.

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The provision is good

Children choose toys and equipment that interest them. For example, they are keen to use magnifying glasses and scoops to search for bugs in the garden. They work out different ways to try to pick a spider up, talking through their ideas with the childminder and their friends. Children try hard to walk along balancing beams. This supports their physical development, helping to strengthen muscles.

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need to do better?

n Children are immersed in a language-rich environment. They sing rhymes and songs with the childminder, choose books and stories that they enjoy and remember, and talk about what they are doing. The childminder builds on children's language abilities, starting from simple words and basic sign language with babies to more complex sentences and less-common words as they grow. This helps children to become highly articulate and confident speakers. n The childminder provides varied and nutritious food for children to eat. While ensuring there is always something that they like to eat, she confidently introduces new tastes and textures. Children are given time to feed themselves and to try new food without being rushed or pressurised. n The childminder uses the local environment and community to provide new and memorable experiences for children. For example, they regularly visit the local zoo, woods and parks. When possible, they visit the library and shops, helping

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need to do better?

children learn in different ways. n When children attend other local settings in addition to the childminder, she makes sure that she shares information about her own observations and knowledge about children's learning and progress. The childminder makes links with staff from these settings, helping to strengthen children's learning in a consistent and sequenced way. n The childminder regularly gathers information from parents. When children first

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need to do better?

12 January 2022 start, she finds out about their likes, interests and daily routines. This helps the childminder provide consistent care to help children settle and feel secure. When younger children need to sleep, the caring childminder uses the same rocking rhythms and positions parents use to help settle their child. This helps to contribute to the calm and relaxed environment. n The dedicated childminder reads professional publications and articles and accesses local training to help strengthen her own knowledge and understanding of how children learn. She also finds out about the latest statutory guidance. While networking with other local childminders, the childminder shares ideas and advice to help make continual improvements to the quality of care and education she provides. n The childminder's passion for her job shines through. She speaks highly of the children and their families. The childminder encourages children to recall what

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need to do better?

they have done previously, helping her build on their existing knowledge. They share jokes with her and mirror the respect she shows them when more serious requests are given. n Quieter and less-confident children are supported by the childminder. She gently reminds them to find the words to describe their feelings and to request to join others. This helps children contribute their own ideas, building their self-esteem and resilience. n Although the childminder identifies how to differentiate what children need to learn, based on their own level of development, she does not always follow through her aims. As a result, adult-led teaching does not fully focus on what children need to learn next.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder regularly refreshes her knowledge and understanding of how to keep children safe. She knows the signs and symptoms of possible abuse and knows how to report any concerns she might have about children's well-being. The childminder makes sure she has the most up-to-date contact telephone numbers for the local authority and other statutory services, including those to contact if she is concerned about extreme views and beliefs that children may be exposed to.

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should:

n strengthen teaching to build more accurately on what children already know during adult-led activities.

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Setting details

Unique reference number EY554299 Local authority Bedford Inspection number 10174477 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 5 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2017 and lives in Bedford. She operates all year round from 8am to 5pm, Monday to Thursday, except for bank holidays and family holidays. The childminder provides funded early education for three- and four- year-old children.

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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 activities in the childminder's home and garden. She spoke to the childminder and children at appropriate times throughout the inspection. n The childminder explained how she plans her curriculum. She discussed how her teaching methods support children's learning. n Documents, including evidence of the suitability of the childminder and other household members, were seen by the inspector. n Parents sent emails for the inspector to read. She took their views and comments into consideration.

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Inspection activities

12 January 2022 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

12 January 2022 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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