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 Outstanding

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The provision is good

Children are happy in this nurturing and safe environment. They are supported to settle at their own pace, and form secure relationships with the childminder and her assistant. Children actively seek them out for comfort and to share their achievements. They have access to a good range of resources and explore their environment with confidence. Children use these resources to independently to extend their own learning. For example, when drawing an octopus, they find pictures from a book to help with their accuracy to draw tentacles.

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The provision is good

Children enjoy a range of activities that are planned to engage them in their learning. The childminder uses these opportunities to introduce new vocabulary. For example, children explore melting ice using warm water and salt. The childminder talks with them about how the ice 'melts' but the salt 'dissolves'.

p.2

The provision is good

Children successfully practise and develop the skills they will need for their future learning. The childminder places a great emphasis on developing children's self- care skills. When children are getting ready to go outside, the childminder encourages them to put on their own shoes. Children are gently reminded to check if their shoes are' talking to each other', to make sure they are on their right feet.

p.2

The provision is good

Children are well behaved and are confident to engage others in their play. They are able to share and take turns. Children clearly enjoy spending time learning together in this welcoming setting.

p.2

need to do better?

n The childminder talks confidently about each of the children in her care. She uses her knowledge of what the children can already do and their interests to plan for their next steps in learning. The childminder and her assistant support these next steps through their interactions with children. However, this is not always consistent and, at times, children are not given the opportunity to problem-solve and develop their critical thinking skills. n Children are very well supported with their physical development. The childminder's well-resourced garden allows them to run, grow their own vegetables and use a small slide. Children have opportunities to develop their physical skills by using equipment designed and built by the childminder's assistant, for example a balance board to help children develop their balancing skills. n The childminder supports children to develop their communication and language

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need to do better?

skills. She responds enthusiastically to children's speech. For instance, the childminder warmly repeats the single words communicated by younger children, adding one or two new words to extend their vocabulary and ideas.

p.2

need to do better?

25 April 2022 n The childminder is proactive in seeking a range of training opportunities. However, her evaluation of her own training needs is not always highly focused on deepening her understanding of the most effective strategies to support children with emerging gaps in their learning. n The childminder supports her assistant's professional development and shares information and knowledge with them that she has gained from attending training. However, this is not fully effective in enabling her assistant to consistently extend children's learning or provide them with high levels of challenge during activities. n Children benefit from a wide range of trips and outings to places of interest in their local community. For example, they go for walks in the local area, visit museums and explore local stately homes. Children are able to explore, investigate and develop an understanding of the wider world.

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need to do better?

n Parents are very positive about the care and support their children receive from the childminder and her assistant. They comment that they are kept informed about their children's day and what they have been learning. The childminder shares photographs and messages of children's experiences on a daily basis. Parents comment that the childminder provides a home-from-home environment.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder and her assistant have a good knowledge about how to keep children safe. They recognise the signs and symptoms of the main types of abuse and know what steps to take to protect the children in their setting. The childminder ensures that suitability checks for her assistants are in place and that they are trained in paediatric first aid and safeguarding. The childminder works to ensure that her home is clean, safe and well maintained, so children can play and explore safely.

p.3

should:

n strengthen the support given to assistants to help develop their skills and knowledge of how to fully challenge and extend children's learning n make better use of evaluation to identify where there are gaps in practice and knowledge so that professional development is highly targeted and focused.

p.3

Setting details

Unique reference number EY285013 Local authority Bedford Inspection number 10137500 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 20 Number of children on roll 20 Date of previous inspection 3 August 2015

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Information about this early years setting

The childminder registered in 2004 and lives in Wilstead, Bedfordshire. She operates all year round from 7.30am to 5.30pm, Monday to Thursday, except for bank holidays and family holidays. The childminder works with an assistant.

p.4

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 inspector completed a learning walk with the childminder and discussed how her curriculum supports children's learning. n The inspector observed the quality of education during activities, indoors and outdoors, and assessed the impact this has on children's learning. n The inspector held discussions with the childminder. She reviewed a sample of documentation and evidence of the suitability of persons living in the household. n The inspector held discussions with parents and looked at their testimonials, taking account of their views.

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Inspection activities

25 April 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

25 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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