Ingram, Melissa Anne

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 arrive at the childminder's home happy, confident and eager to learn. The childminder has good relationships with all the children, which enables them to feel secure in the setting. She offers a lot of praise, which helps to build children's confidence. Children are happy to explore the environment independently, allowing them to direct their own learning. Children have access to a wide range of resources in the setting and know that they can ask for other toys if they cannot find them.

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The provision is good

Children are encouraged to be independent throughout the day. They find their coats and shoes independently and attempt to put them on. For example, when children are unable to undo their cardigan buttons, the childminder takes time to show them how to do this. She is close by to support them to do this themselves. The childminder has high expectations for children's behaviour. As a result, children behave well. They are kind to each other and actively seek each other out to play with. The older children support those younger than them at activities. For example, when the younger children do not know where the donkey lives on the farm, the older children show them.

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need to do better?

n The childminder talks to children throughout the day. While children play at a pretend farm activity, the childminder asks them a lot of questions, offering time for them to respond. This helps to develop children's critical thinking skills. Children spontaneously begin to sing songs linked to the activity. They sing about the other animals on the farm. Children adapt the song to be about other animals, making animal sounds too. This supports children's language development. n The childminder has good knowledge of child development. When children first start at the setting, she completes comprehensive assessments with parents. The childminder engages in a lot of conversations with parents, where she learns about children's interests. She uses this knowledge to create engaging activities. The childminder gives children access to a wide range of activities and can adapt these well to meet the needs of the younger children. However, she is

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need to do better?

not always able to adapt the activities to meet the learning needs of the most able children. For example, the learning from a farm activity is the same for all children, which the older children manage with ease. n Mathematical development is incorporated into all activities. The children count the number of cubes as they sort them into colours. The childminder encourages children to make shapes with the cubes. The children make squares and count the number of sides. Later the children measure how high their cube towers are, counting the blocks. They discuss who has the tallest tower. The childminder

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need to do better?

9 March 2022 uses language such as 'over' and 'under' in everyday conversations. n There are plenty of opportunities for children to develop their physical skills. Children enjoy spending time with the childminder out in the local environment, exploring the local woods and play parks. This provides children with chances to take part in risky play safely. Once home, the children have access to a wide range of resources in the garden area. They enjoy activities which help to develop their finger strength and the muscles in their hands and arms. For example, children use their hands to investigate slime and play dough. The childminder provides plenty of opportunities for children to make marks. A cardboard igloo is available for children to practise their early writing skills. This engages children who do not normally enjoy writing. n Parent partnerships are very effective. The childminder works very closely with

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need to do better?

all parents, and they commend her information-sharing. Parents talk about the childminder's 'safe, comfortable and stimulating environment'. n The childminder is aware of her own professional development. Previously she has worked closely with other childminders and used this as an opportunity to share ideas and practice. The childminder does complete some training. However, her programme for professional development is not focused on developing the quality of teaching to the highest level.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder ensures that children are always kept safe. She has relevant and up-to-date safeguarding training. She can discuss the signs and symptoms of abuse and has a good understanding of when it is appropriate to talk to parents and when a referral needs to be made. The childminder is aware of her responsibilities should a concern be raised about herself or an adult who has contact with the children in her care. She is aware of wider safeguarding issues such as extremism. Her policy underpins her knowledge and her responsibilities for keeping children safe.

p.3

should:

n provide challenging experiences consistently to support the most able children to make even further progress n enhance the programme for professional development to raise the quality of teaching and learning to an even higher level.

p.3

Setting details

Unique reference number EY562127 Local authority Bedford Inspection number 10190740 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 8 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2018 and lives in Wixams. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays.

p.4

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 childminder and the inspector completed a learning walk together of all the areas of the setting and discussed the childminder's curriculum and what she wants children to learn. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact this was having on children's learning. n The inspector carried out a joint observation of a group activity with the childminder. n The inspector looked at reviews and spoke to parents during the inspection and took account of their views. n The inspector looked at relevant documentation and reviewed evidence of the suitability of the childminder.

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Inspection activities

9 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

9 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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