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 demonstrate that they feel happy in the care of the childminder. They greet visitors with a wave and are keen for them to join in with play. Children enjoy using building blocks. They think carefully about how to fit blocks together. Older children give advice, for example explaining how they find the flatter blocks stay together better than the wider ones. Younger children are supported by the childminder to build towers. She talks to children about shape and size, to help them to understand mathematical language.

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The provision is good

Children are learning the importance of having healthy lifestyles. They explore a range of vegetables, looking carefully at them and discussing how they feel and smell. The childminder provides opportunities for children to grow their own vegetables and they engage well in planting seeds. Children take part in fun exercise sessions. They move their bodies in time with music and dance around bubbles being blown. Children jump and stomp on bubbles on the floor, which is good exercise for their large muscles. They understand the need to keep hydrated when exercising and make sure they have their water bottles close by. Children play cooperatively together and share resources well. Their behaviour is good.

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need to do better?

n Children enjoy listening to stories. They bring books from home and are keen for the childminder to read these to them and their friends. Children show their familiarity with traditional tales. They join in refrains with enthusiasm and know what to expect as the pages are turned. n Parents' comments about the childminder are very positive. They say their children are happy in her care and are learning well. Parents value the information and advice they receive about how to support their children's progress at home. n Children are content in the childminder's welcoming home. They have a warm relationship with her and with each other. Children have good manners and listen well. They respond positively to the childminder's requests, such as readily tidying up when she asks them to. n The childminder thinks carefully about how she can promote children's communication and language skills. During planned activities, she tells children

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need to do better?

they are having a quiz and asks them questions relevant to their understanding. The childminder uses clear language and simple questioning to help the younger children to talk and express their ideas. She asks older children more complex questions which require them to think more deeply. n The childminder gains useful information from parents about what children know and can do when they start to attend. This enables her to identify children's starting points in learning from the outset. Overall, children are making good

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need to do better?

7 March 2022 progress. The childminder is aware of where children are in their development and regularly assesses the progress they are making. However, at times, some of the next steps in learning she identifies for the younger children are too hard for them to achieve. For example, she suggests that some children, as young as two years, can hold and use pencils correctly. n Recently, some children have started to share their early years education between the childminder and pre-schools. The childminder is actively seeking to work in partnership with them. She understands how working together helps to support children's ongoing progress in readiness for moving on to school. n During the COVID-19 national lockdowns, the childminder was proactive in finding ways to keep in touch with children and parents. She held regular video calls with them, which helped children to stay familiar with her. The childminder

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need to do better?

met new children and parents in local parks, as she felt this was the best way to keep everyone safe. n The childminder demonstrates a strong commitment to her work. She regularly reviews her practice to identify areas she wants to further strengthen. The childminder uses professional development opportunities to further extend her knowledge and teaching skills. She actively seeks the views of children and parents and looks for ways to implement their ideas into her practice.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder knows how to keep children safe and promote their welfare. She confidently explains how she would recognise any signs that children may be at risk of harm or extremist behaviour. The childminder knows how to contact relevant agencies in the local area, to seek advice or to make referrals. She has a clear safeguarding policy that she uses to underpin her practice. The childminder undertakes regular safeguarding training to keep her knowledge relevant and up to date. She regularly risk assesses her home and outings to make sure all areas are safe for children to play in.

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should:

n consider more relevant ways for the younger children to develop their skills in using their hands for mark making and early writing.

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Setting details

Unique reference number EY290318 Local authority Central Bedfordshire Inspection number 10137503 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 3 December 2015

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Information about this early years setting

The childminder registered in 2004 and lives in Leighton Buzzard. She operates from 7.45am to 4pm, Monday to Wednesday, except for bank holidays and family holidays. The childminder provides funded education for children aged two, three and four years.

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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 her and has taken that into account in her evaluation of the childminder. n The inspector and the childminder looked at the areas of her home that she uses with children and discussed how she operates her practice. n The inspector observed the childminder joining in activities with children and discussed the learning that was taking place with her. n The inspector discussed the needs of individual children with the childminder and talked with her about the progress they are making. n A sample of policies and procedures was looked at by the inspector. These included documents relating to the suitability of household members, safeguarding and complaints. n The inspector took into account the views of parents and discussed the childminder's reflections of her practice with her.

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Inspection activities

7 March 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

7 March 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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