Childminder in Bedford

Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Overall effectiveness at previous inspection Outstanding

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The provision is outstanding

The welfare of the children is at the heart of everything the childminder does. From the start of their day, children are ready to learn. They sit with the childminder and are eager to share what they have done at the weekend. The childminder is passionate about providing children with the highest quality of care and education.

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The provision is outstanding

Children gain a wealth of skills through a broad range of experiences. They have extensive opportunities to be active learners. As a result of this, children excel. They develop their language and vocabulary with support from high-quality interactions with the childminder. For example, during snack time, children talk about how some fruit and vegetables grow above and below the ground. They can share what they need to eat and drink to be healthy.

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The provision is outstanding

Through every daily experience, the childminder encourages the children to be independent. For example, after a cutting activity, children get a dustpan and brush and clear away without being asked. They work together and sing songs as they sweep up.

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The provision is outstanding

Children's behaviour is exceptional. They play together purposefully and show great consideration for their friends and the childminder. Children effortlessly say 'please' and 'thank you' when sharing and turn-taking. They show great respect for each other and the childminder. For example, at the end of lunch, children ask if they can leave the table. They also thank the childminder for making their lunch.

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need to do better?

n The childminder has an extensive understanding of the curriculum and how children learn. She continually assesses their learning and interests. The childminder uses this information to ensure children make progress. This provides an accurate understanding of what the children need to know to support their development from the start. The childminder has ambitious expectations of what children can achieve. She plans meaningful outings that provide purposeful experiences, such as trips to the local farm, parks, playgroups and the library. n Children show high levels of respect for the childminder and their peers. Their understanding of the behavioural expectations is effortlessly demonstrated in every interaction. For example, children offer help to each other, use manners at every available opportunity and listen to each other. n Children develop a love of books and reading. The childminder gives them time

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need to do better?

and space to explore books independently. She reads stories and songs as part of her daily routine and uses these to extend children's knowledge and vocabulary. Children repeat words back or recall words they have recently

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need to do better?

4 April 2022 learned. For example, at story time, they were able to name birds, such as spoonbill and stork. n The childminder gives high priority to supporting children's communication skills. She provides a language-rich environment that is full of wonderful conversations. For example, during an activity, children talk with the childminder about the seasons. Children give clues to their peers to help them work out the different seasons. Older children support younger children with thinking of words they might not know, for example by saying the 'w' sound for the start of the word 'winter'. n The childminder continually strives to develop her professional practice. She reflects on her practice and identifies what she needs to develop. The childminder undertakes training that is meaningful and purposeful to benefit the children in her care. She meets with other childminders to share and further extend her expertise and knowledge.

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need to do better?

n Mathematical skills and language are expertly woven into every interaction. The childminder seamlessly includes the use of numbers in everyday conversations and play. For example, in a craft activity, children count how many stickers they have. The childminder counts alongside them and sensitively models the correct counting order. Children repeat, counting in the correct order. n The childminder has exceptional partnerships with parents. This is clear through the positive praise they have for her. Parents praise the childminder for all the care and support she gives their children. She uses online communication and daily face-to-face meetings to involve parents in everything the children are learning. This close partnership allows learning to continue at home. Parents are a part of their children's learning journey from the moment they start.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder is highly confident in identifying signs and symptoms of abuse. She confidently knows how to share any concerns, to protect children. The childminder ensures she is fully up to date with changes in practice through regular safeguarding training. She carefully risk assesses her premises to ensure she has a safe environment. The childminder teaches children the skills they need to keep themselves safe. For example, children understand that if there is an emergency, they must call 999. The childminder puts procedures in place to ensure children are safe on outings.

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Setting details

Unique reference number EY338224 Local authority Bedford Inspection number 10137497 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 10 December 2015

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Information about this early years setting

The childminder registered in 2006 and lives in Wootton, Bedfordshire. She operates all year round from 8am to 5pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3.

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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 childminder and has taken that into account in their evaluation of the setting. n The childminder spoke to the inspector, as part of the learning walk, about the intentions for children's learning. n The childminder showed the inspector the areas of her home she will use for childminding. She explained how she will keep children safe in her care. n The inspector observed the quality of interactions between the childminder and children, and evaluated the impact that these had on children's learning and development. n Children spoke to the inspector about what they enjoy doing while with the childminder. n The inspector spoke to parents and gathered written feedback during the inspection and took account of their views. n The inspector reviewed a range of documents, including the childminder's

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Inspection activities

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

4 April 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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