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 Good

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The provision is good

Children have strong relationships with the childminder. They separate from their parents with ease and enjoy spending time with her. The childminder knows the children well and uses their interests to plan for the next steps in their learning. For instance, children enjoy learning about the hungry caterpillar. The childminder encourages them to retell the story with story cards.

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The provision is good

Children enjoy spending time and playing with their friends. They seek each other out to play and are kind and friendly to each other. The childminder supports children to take turns and share the toys. While at the chalk board, she encourages the older children to show younger children how to wipe the marks off the board. This develops their confidence.

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The provision is good

Children's behaviour is good. They understand the childminder's expectations and rarely need reminding of the rules. She offers lots of praise, which helps to build children's self-esteem. They make good progress in their learning and are prepared for the next stage of their education. Children have a positive attitude to their learning. They enjoy exploring activities and independently make choices in their learning. The childminder supports and allows children free choice in the activities available to them.

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need to do better?

n The home environment is well resourced. Children can make choices and adapt activities to support their interests. They bring the butterflies and caterpillars from the story box into the sand. Older children bury the caterpillars. They explain that they are in their cocoon. The childminder asks children questions to develop their cognitive skills. She supports the older children with ease. However, the childminder does not always adapt the activity to support the development of the younger children. n The childminder supports children's communication and language development in a variety of ways. She provides constant commentary throughout the day, supporting children's language. The childminder introduces new words and uses effective questioning to help children develop their critical thinking skills. Children have opportunities to sing songs and enjoy musical instruments. The childminder helps them to develop a love of books. Children have opportunities

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need to do better?

to share books with both her and their peers. n The childminder ensures children have access to a wide range of activities outside of her home. She regularly attends toddler groups. This helps all children to develop their confidence and social skills. Visits in the local environment, for example to local woodlands and play parks, allow children to develop their physical skills further.

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need to do better?

9 May 2022 n Parents are very happy with the childminder's care and how settled their children are with her. They talk of the 'home-from-home' atmosphere she creates and praise the new skills their children come home with. Parents are happy with the level of communication they receive. They praise the childminder's careful planning for children with allergies to ensure they are safe in her care. The childminder uses individualised settling-in plans, alongside parents' comments, to gain information about each child. However, she does not always gain enough information about children's development to support her ability to create starting points for children. n Children's healthy lifestyles are promoted through a wide range of physical activities and outdoor experiences. The childminder ensures children have access to a wide range of healthy meals and snacks, which she provides. Good hygiene practices are encouraged. Children wash their hands before snack and

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need to do better?

mealtimes. Mealtimes are a sociable experience and the children talk about what they are eating. n The childminder keeps her training up to date to ensure her teaching and learning remain at a good level. She completes training on specific areas, such as 'communication and language' to support children in her care, both now and in the future. Training ensures that the childminder has the skills to help children continue to make progress while they are in her care.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder understands her responsibility to ensure that all children are safe and to protect their welfare. She is knowledgeable of the signs and symptoms of abuse. The childminder understands her responsibility to report any concerns she may have, including allegations against herself or anyone in her household. She understands wider issues, such as 'Prevent' duty. The childminder carries out thorough risk assessments to ensure her home is safe for children.

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should:

n work more closely with parents to assess children's starting points right from the start, in order to plan effectively for each child's next steps in learning n plan more precisely and adapt teaching to support younger children to develop their skills to a higher level.

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Setting details

Unique reference number EY298891 Local authority Central Bedfordshire Inspection number 10231740 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 7 Date of previous inspection 13 September 2016

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Information about this early years setting

The childminder registered in 2005 and lives in Shefford, Bedfordshire. She operates from 7.30am until 6pm, Monday to Friday, during term time only, except for bank holidays and family holidays.

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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 the evaluations of the setting. n The childminder and the inspector completed a learning walk together of all the areas of the setting and discussed her 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 from the 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 May 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 May 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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