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 their time with the childminder. They show that they feel safe and settled in this warm, well-organised environment. Children have secure relationships with the childminder and mirror her calm, positive attitude. They approach new experiences with confidence and enthusiasm. This supports them in making good progress and in developing the skills they need when they start school. Children are kind and caring. They speak politely to one another and to the childminder. They ask for help when needed and reply with a genuine 'thank you' when they receive this.

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The provision is good

The childminder sensitively considers the possible effects of the COVID-19 pandemic lockdowns. She used weekly video calls to keep in touch with all children. This helped her to understand children's experiences and to plan to meet their needs. Additionally, children remained familiar with the childminder and settled quickly on their return. Children demonstrate a good understanding of how to keep themselves safe. Young children competently explain why they need to hold the handrail when using the stairs. Children enjoy many opportunities that aid them in developing their physical skills. For example, they develop their hand muscles as they operate a toy crane. They enjoy using toy food to make 'healthy meals' for the childminder.

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need to do better?

n The childminder assesses children's development well. She understands what she needs to help them learn next and offers them pertinent learning opportunities to support this. The childminder monitors children's development and takes effective action to ensure that no child falls behind in their learning. n The childminder observes children as they play. She makes sure that they have time to develop their own play and also offers ideas to extend this. For example, children are thrilled when they add 'googly eyes' and glitter to their pictures. They decide that these look like monsters and proudly talk with the childminder about how they made them. n Children enjoy exploring. They have time to think and use their good communication skills to express their ideas. For instance, children playing with foam state this looks like snow. They add paint and use cars and a roller to make patterns. Opportunities such as this support children in developing their

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need to do better?

creativity and early mark-making skills. n The childminder makes good use of children's interests to help to extend their learning. Children interested in diggers visit a building site. They look at associated books and the childminder helps them learn about different vehicles. Children then use this new knowledge and vocabulary in their role play, competently describing 'bulldozers' and 'bucket scoops'.

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need to do better?

15 February 2022 n Children develop a meaningful awareness of differences. For instance, they look at Chinese numerals and try to replicate these when writing in sand. This inspires them to talk about different lifestyles and cultures. n Children enjoy books and reading. They listen intently as the childminder reads and then follow her example as they look closely at the illustrations and retell the story to their friends. n The childminder works well with other providers caring for the children, for example by exchanging information and ensuring that children's care is consistent. Parents report that the childminder communicates well with them and helps them to understand their children's development and build on this. They appreciate the 'positive' and 'happy' home environment and feel that their children are offered a good variety of activities. n Children work well together and the childminder supports them in sharing and

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need to do better?

building on their knowledge. For example, children share their love of racing cars. They work together to use dominoes and blocks to make a racing track. n Children are building a secure knowledge of mathematics. For example, they invent a game where they move under or over string. They talk about the length of the string and how to join two pieces to make this longer. n The childminder reviews her work and makes changes that help to improve children's care and learning. However, she does not always make the very best use of training and development opportunities to support her in further raising the quality of her teaching.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder demonstrates a thorough understanding of her responsibility to promote children's welfare. She completes regular training to keep her safeguarding knowledge up to date. The childminder understands how to recognise concerns about children's welfare and report these to the relevant professionals. This includes recognising risks associated with exposure to extreme views and practices. The childminder is aware of the potential dangers related to the use of the internet and takes effective action to protect children. She talks with children about how to use the internet safely.

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should:

n enhance the use of professional development to focus more precisely on building knowledge and understanding, in order to continuously raise the quality of teaching.

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Setting details

Unique reference number 2498100 Local authority Central Bedfordshire Inspection number 10191504 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 8 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2018 and lives in Shillington. She operates all year round from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 2. She provides funded early education for two-, three- and four-year-old children.

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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 their evaluation of the setting. n The inspector observed activities and assessed the impact these have on children's learning. She had a tour of the home with the childminder to discuss and understand how the early years provision is organised. n The childminder and the inspector reviewed an activity together. n The inspector viewed relevant documentation, including the safeguarding procedures and evidence of the suitability of household members. n The inspector talked with children at appropriate times throughout the inspection and considered their views. She also took account of the views of parents.

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Inspection activities

15 February 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

15 February 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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