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 Requires improvement

p.1

The provision is good

Children settle very quickly into the childminder's home. They enter with smiles on their faces, ready to play. Children choose what they want to play with from the range of toys and resources that the childminder has selected for them. Children are very interested in the play teeth and dentistry equipment. They look at the book that accompanies the activity, pointing out the smiles on people's faces. They look with great interest at the different animals and their smiles. Children pretend to prepare the toothbrush with toothpaste, ready to brush the pretend teeth and their own. They show that they know how to brush thoroughly around the mouth.

p.2

The provision is good

Children behave well in the childminder's care. They listen to and follow simple instructions, helping to tidy up toys that they are no longer using and cleaning their hands before eating. Children adapt to new routines, such as eating their sandwiches and fruit before being offered yogurt and crisps. This helps them to eat well and to make healthy choices. Children are developing their concentration. They spend time at activities, exploring the resources with the help of the childminder. Children have a strong attachment to the childminder and enjoy involving her in their play. Together, they pretend to bake a cake using the play mixing bowl, whisk and play fruit.

p.2

need to do better?

n The childminder has made a tremendous effort to improve her knowledge of the early years curriculum. She describes the knowledge and essential skills that she wants children to achieve by the time they begin school. The childminder recognises the importance of children being independent and able to do things for themselves. n The childminder interacts well with children. She is enthusiastic and shows children that she is interested in what they say and do. For example, when playing, children try to get a sound from a musical instrument. They put it to their mouths but are not sure what to do. The childminder demonstrates the technique, and the children manage to make a sound. n The childminder thinks about what children need to learn and provides suitable resources to help them to develop their knowledge. For example, to help children learn the sequence for counting, she plans an activity with attractive

p.2

need to do better?

resin numbers and toy frogs and ducks. She helps children to find and group the animals, which they count together and match with the appropriate number. Young children enjoy handling the different shapes and finding two that match. n Children enjoy make-believe play. For example, the childminder helps children to learn about baking a cake as they play with pretend kitchen utensils. She introduces words such as 'whisk', 'mix' and 'stir' as she describes what children are doing. However, in her enthusiasm for the activity, she occasionally distracts

p.2

need to do better?

17 May 2022 children from other activities that they are doing and this interrupts their concentration. n Parents are happy with the care that their children receive from the childminder. They appreciate her kindness and how she helps their children to feel safe and secure in her home. Parents value the positive impact her care has on children's behaviour. They share useful information about their children with the childminder, and she uses this to plan for their care and learning through play. n The childminder has considered what she does well and what she needs to improve. She is aware of gaps in her own knowledge and skills and has identified areas where she may benefit from training. The childminder recognises when some methods of teaching are not effective in helping children to show what they know and can do. However, despite knowing what works well, she sometimes reverts to less-successful methods. For example, when

p.2

need to do better?

playing, children respond to conversation and are able to join in and share what they know, but when asked a direct closed question, they tend to keep quiet. n The childminder has the required documentation to help her meet requirements. She displays essential information for parents in her entrance hall. She has chosen to keep paperwork to what is essential for the day-to-day running of her service, including planning for children's learning.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a secure knowledge of safeguarding practice. She attends regular training and this helps her to keep up to date with current practice. The childminder knows the possible signs that a child is suffering harm and what she needs to do to protect them. She has the relevant contact information in case she needs to make a referral to the local authority safeguarding partnership.

p.3

should:

n make sure that children have the opportunity to continue with activities that are of interest to them n consider carefully what methods of teaching work best for each individual child and try to use these consistently n make use of available training to help improve confidence in supporting children's learning.

p.3

Setting details

Unique reference number EY561559 Local authority Central Bedfordshire Inspection number 10212672 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 6 Date of previous inspection 6 October 2021

p.4

Information about this early years setting

The childminder registered in 2018 and lives in Cranfield. She operates during term time only from 7am to 6.30pm, Monday to Friday, except for bank holidays and family holidays.

p.4

Inspection activities

n The inspector discussed any continued impact of the COVID-19 pandemic with the provider and has taken that into account in their evaluation of the provider. n The childminder and the inspector discussed how the provision for children's learning is organised. n The inspector viewed the premises, including the garden. n The inspector observed activities indoors. The childminder and the inspector discussed a planned activity and the impact this had on children's learning. n The inspector spoke to parents who use the setting and considered their views. n The inspector spoke with children at appropriate times during the inspection. n The inspector reviewed evidence of the suitability of household members.

p.4

Inspection activities

17 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.

p.4

Inspection activities

17 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6