Childminder in Bedford

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

The childminder is caring and nurturing. She helps all children to form secure emotional attachments with the other children and those who work with them. Children are happy, settled and thrive in this welcoming environment. They leave their parents at the door and come in eagerly to start their day. As the children arrive, they choose a small wooden carved bear with their name on it to indicate their arrival. They freely access and select resources in the playroom.

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The provision is good

The childminder makes sure that resources interest the children. Children move confidently around her home. The childminder encourages children to think about how to keep themselves safe. Children understand not to run indoors or climb on the sofa. The childminder helps children to develop their communication and language skills by asking them questions and using visual aids for the children who need support. For instance, she asks children if they can say the word 'grapes', waits for the response and uses picture cards to give clues. The childminder wants all children to achieve well.

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The provision is good

Children show kindness to others. For example, they help to hand out aprons at painting time and share toys. Children play imaginatively with the material by pretending they are superheroes and wearing dresses.

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need to do better?

n The childminder provides a curriculum that takes the individual needs of the children into account. She seeks information about the children's development from their parents as a starting point assessment and builds on this. n Children freely access books throughout the day. The childminder encourages them to repeat phrases in the book. Children have developed a love for reading books. However, sometimes activities are not age-appropriate and, for example, are too challenging for younger children. n Children excitedly choose their favourite song to sing with the childminder. They develop their communication and language skills when they join in with nursery rhymes. The childminder sits with the children and sings 'Five Little Ducks' to help work through number problems. n Children learn to be very independent. They spread butter on their crackers at snack time and tidy up after themselves. n The childminder teaches the children about healthy lifestyles. She prepares

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need to do better?

home-made meals and fresh fruit for the children. The children have opportunities to play outdoors in the fresh air each day. n The childminder plans outings that help children to learn about the local environment and the world around them. For instance, children explore the woodlands and parks local to them.

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need to do better?

11 May 2022 n Parents are very positive about the service that is provided. The childminder updates parents daily about aspects of their children's development and care routines. Parents comment that their children are in safe hands and they can trust the childminder. n The childminder evaluates her practice and keeps all statutory and safeguarding training up to date. However, she does not focus her own professional development on how she intends to extend the quality of her provision to a higher level. n Children receive regular praise and encouragement from the childminder. This helps to develop positive self-esteem. Children show great pride in their accomplishments. For example, they clap and smile when they are praised. n The childminder knows the children well and monitors their progress effectively. She regularly reviews what children already know and makes plans for their next steps. She shares this information as part of her regular feedback for parents on

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need to do better?

how they can extend their children's learning at home. n The childminder helps children to learn new skills for the future. She encourages them to develop their communication and language skills. For example, when babies babble to her, she repeats what they are saying to them. The childminder points to images in books and uses visual aids. For example, the children have a visual timetable to help them understand what is going on during the day and what to expect next. n The childminder shares information with outside agencies about the children's development. She uses any information that she receives to plan for the next steps when meeting the needs of children with any special educational needs and/or disabilities.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good knowledge of how to keep children safe and secure. She takes advantage of most training opportunities to deepen and develop her skills in child protection. She demonstrates who to go to with her concerns about the welfare of a child. She knows what to do if an allegation is made against herself or a member of her household. The childminder makes sure that she keeps up to date with local safeguarding procedures to ensure that children are kept safe. Children play and learn in a safe and secure environment

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should:

n strengthen the plans for professional development to help raise the quality of teaching and outcomes for children even higher n ensure activities are consistently age-appropriate and offer the correct level of

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should:

11 May 2022 challenge for each child to enhance their learning.

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Setting details

Unique reference number 2512577 Local authority Bedford Inspection number 10191824 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 3 Date of previous inspection Not applicable

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Information about this early years setting

'The childminder registered in 2019 and is situated in Shortstown, Bedford. She employs one other member of staff. The childminder opens from Monday to Friday, all year round. Sessions are from 8am to 6pm.

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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 her evaluation of the setting. n The childminder and the inspector evaluated children's learning during planned activities and when they played. n The childminder and the inspector had a learning walk together to discuss the intentions for children's learning. n The inspector observed the quality of education being provided and assessed the impact on children's learning. n Parents shared their views on the setting with the inspector. n The inspector spoke to the childminder and looked at a sample of the childminder's documentation, including training records and evidence of the suitability of those living on the premises.

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Inspection activities

11 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

11 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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