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 they feel safe and secure in this warm and friendly environment. They regularly cuddle up to the childminder for stories and affection. Children's needs are well met as the nurturing childminder understands them well. Her flexible approach to routines and activities supports children's emotional well- being and learning.

p.2

The provision is good

Children engage well in all the learning opportunities the childminder provides. The childminder plans activities and provides resources based upon children's interests and next steps. Children's communication and language development is well- supported. For example, when they explore volcanos and earthquakes, the childminder introduces new vocabulary such as 'eruption' and 'dormant'. She uses age-appropriate methods to support children's understanding of these new words.

p.2

The provision is good

Children display high levels of confidence in the setting. They rush to greet visitors, introducing themselves and their friends. Children have a positive attitude to learning. They are willing to have a go in all activities. The childminder supports this with lots of praise for children's efforts. For example, in a counting activity, children struggle to group play dough to the corresponding numbers. The childminder uses positive language to encourage them, cheering them when they succeed.

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need to do better?

n The childminder extends children's learning well. In a mathematical activity, children count how many play dough balls they make. The childminder skilfully introduces wooden numbers to encourage number identification. n The childminder places sharp focus on children's language development. She provides a language-rich environment with numerous books to explore. The childminder role models speech and helps children to pronounce words correctly. This assists children to develop good knowledge of the English language. n The childminder works closely with parents to gain information about children's early experiences. She uses this knowledge to plan activities to support children's development. For example, children enjoy small group sessions and library visits to support their social development. n The childminder adapts activities well to meet the needs of all children. In a play dough activity, young children are encouraged to explore the marks they make

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need to do better?

with the various tools. Older children are supported to count the shapes they make. n Children behave well in the setting. They have a close bond with one another and are kind and considerate. Children willingly share resources and take turns in activities. When exploring interactive books, children invite their friends to join

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need to do better?

22 March 2022 in. They take it in turns to lift the flaps and turn pages. n Children learn to keep themselves safe. The childminder supports this by encouraging children to identify risks in their play. For example, when using scarves in a hide and seek game, children explore what could happen if they slip on them. n Children demonstrate good knowledge of healthy lifestyles. They talk about the fruits and vegetables they enjoy for snacks. The childminder supports this by growing fruit and vegetables with children in the garden. They also help to care for the family's chickens. Children enjoy regular trips to local parks to support their physical development. n The childminder demonstrates integrity in supporting children's development. She allocates additional funding appropriately to meet the needs of the children. For example, she purchased outdoor resources to support children to safely continue their learning during the COVID-19 pandemic.

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need to do better?

n Parents speak highly of the childminder and the care she offers. They comment on the high-quality communication they receive about children's routines and development. All parents comment on how swiftly their children settled in the childminder's care and the strong bond that they have with her. n Children show high levels of curiosity in their play. The childminder supports this by allowing them time to thoroughly immerse themselves in tasks. Children explore various vehicles and describe their unique features. For example, they mimic the sounds of reversing lorries. However, the childminder does not always ask appropriate questions to extend their thinking.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder is aware of the signs and symptoms that could indicate that a child is at risk of harm. She demonstrates good knowledge of what to do if she has concerns about a child and the referral process to follow. The childminder completes comprehensive risk assessments of her home and garden to ensure that all areas are safe for children.

p.3

should:

n improve knowledge of how to consistently support children's developing critical thinking skills.

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Setting details

Unique reference number EY399258 Local authority Central Bedfordshire Inspection number 10137509 Type of provision Childminder

p.4

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 11 November 2015

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Information about this early years setting

The childminder was registered in 2009 and lives in Flitwick, Bedford. She operates all year round from 8.45am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds qualified teacher status.

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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 the quality of education to assess the impact on children's learning. n The inspector considered the views of parents by speaking to several during the inspection. n The inspector and childminder completed a joint observation of an activity to assess the quality of teaching. n The inspector looked at relevant documents, including evidence of the suitability of all persons living at the premises. n The inspector and childminder discussed how the early years setting is organised. n The inspector held discussions with the childminder about the monitoring of learning and development in the setting and tracked the progress of children.

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Inspection activities

22 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

22 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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