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 Outstanding

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The provision is good

Children are happy and settled and are making good progress in their learning and development. They are confident and show their increasing independence as they choose what to play with and settle happily to explore their chosen toys. Children respond to the childminder's positive approach. They have a high self-esteem and are proud of their daily achievements, such as managing their clothes when potty training. Children are learning to recognise their emotions. For example, they use picture prompts to help describe how they are feeling. Children are kind to one another and are starting to resolve minor disagreements independently, such as taking turns with the ride-on toys.

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The provision is good

The childminder demonstrates a sensitive understanding of the potential effects of the COVID-19 national lockdowns. She supports children well in socialising with their peers, recognising that they may not have had these opportunities. Children are building a good understanding of safety. For example, they understand why they need to put their feet on the floor when sitting on chairs. Children develop good physical skills. For example, they develop the use of their smaller hand muscles as they carefully pick up small sequins and place these on their picture.

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need to do better?

n The childminder assesses children's development well, using this information to plan what they need to learn next. She confidently uses daily play and routines to support children in continuing to develop their knowledge and skills. The childminder monitors children's progress carefully. She quickly notes any weaker areas and offers support to ensure that no child falls behind in their learning. n Children develop good communication skills. The childminder recognises the importance of this area and uses many ways to support children in communicating. She makes good use of singing to, and with, children. This aids them in understanding the structure of words and sentences and in learning new vocabulary. This particularly supports children who speak English as an additional language. They make good progress and demonstrate this, for example, as they start to join words to form sentences. n The childminder makes good use of ongoing opportunities to support children's

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need to do better?

development. For example, they bring in a tray from outside and note how cold it is. The childminder encourages them to remember the snowflakes they made and helps to reinforce their learning as they talk about these being 'cold and chilly'. n Children show an enjoyment of books. They make themselves comfortable for a group story and listen intently. The childminder reads with emphasis and enthusiasm, adapting her approach to help maintain children's interest. For example, younger children explore the textures on each page and the

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need to do better?

19 January 2022 childminder encourages the older ones to use simple words to describe these textures. n The childminder offers children practical guidance to help them understand healthy lifestyles. For example, children enjoy pouring their own water at mealtimes and the childminder talks with them about the importance of drinking plenty of fluids throughout the day. n Parents report that they feel that the childminder is a positive influence. They state that she offers children interesting activities and supports them well in developing social skills. n Children do have some opportunities to express themselves. For example, they choose what to play with and the childminder encourages them to talk about this. However, the opportunities for children to fully express themselves and their creativity, for example, through experimenting with colour and design, are sometimes limited and their development in this area is not promoted to the

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need to do better?

optimum. n The childminder effectively promotes children's knowledge of maths and counting. For example, when they fold a mat, the childminder helps them to notice that they are folding this in half, then quarters and eighths. n The childminder maintains good relationships with parents and supports them in understanding children's learning and building on this at home. However, she does not work as effectively as possible with other childcare settings that children attend, to aid her in promoting children's development to the maximum.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder demonstrates a good understanding of safeguarding. She completes regular training to refresh her knowledge of this area. The childminder understands how to recognise any concerns about children's welfare. She is aware of the importance of reporting any such concerns promptly to the relevant professional to ensure that children's safety and well-being are promoted. The childminder understands the possible risks of children and their families being exposed to extreme views and practices. She recognises the potential dangers associated with use of the internet and takes action to protect children and to help them understand these risks.

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should:

n develop the procedures for working with other childcare providers caring for the children n enhance the opportunities that support children in expressing their ideas and creativity.

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Setting details

Unique reference number 147853 Local authority Central Bedfordshire Inspection number 10137504 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 7 Date of previous inspection 17 September 2015

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Information about this early years setting

The childminder registered in 1997 and lives in Leighton Buzzard. 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 setting received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the setting and has taken this into account in their evaluation of the setting. n The inspector observed activities inside and outside and assessed the impact these have on children's learning. The childminder and the inspector completed a learning walk together to discuss the childminder's intentions for children's learning. n The childminder and inspector reviewed an activity together. n The inspector viewed relevant documentation, including the safeguarding procedures and the suitability of household members. n The inspector talked with children and parents and took account of their views.

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Inspection activities

19 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

19 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

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