Angelika Sammut

Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Good Personal development Requires improvement Leadership and management Requires improvement Overall effectiveness at previous inspection Not applicable

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The provision requires improvement

Children are occupied throughout the day. They are inquisitive and are keen to find out about the activities the childminder has prepared for them. However, at times, adult-led activities are rushed. Children's comments and observations are overlooked, which limits rich and spontaneous learning opportunities. For example, when children independently name the ingredients they will need to make play dough, their learning is not extended further. Questions or discussions around aspects of making the dough, such as quantity or sequencing, are missed.

p.2

The provision requires improvement

Children follow instructions well and demonstrate good listening skills. However, their understanding of why they are asked to do something, and the subsequent retention of knowledge, is limited by the pace of instructions and infrequent explanations given by the childminder. For example, children are asked to stick dried spaghetti into play dough with no explanation as to why. Over time, children make progress in their learning and development. They have a clear understanding about why and when they need to wash their hands. This strengthens their positive attitude towards good hygiene routines.

p.2

The provision requires improvement

Children happily play together. They call to their friends to join in their games and cooperate well. Minor disputes, such as which colour chair each child should sit on, are quickly resolved with mutual agreement.

p.2

need to do better?

n The childminder does not update, refresh and extend her own knowledge and skills effectively to help ensure continual improvements. As a result, there are some weaknesses in her provision. n Opportunities are limited for children to be creative during adult-led activities. The childminder does not always consider children's ability or desire to follow their own ideas as to how they produce artwork. As a result, children's individuality is somewhat stifled. This has an impact on their personal development. However, children are happy to join in the activities provided by the childminder. n The childminder does not consider children's individual learning needs during activities. Although the childminder follows children's general interests and provides toys and equipment that she knows children like, focused teaching that provides challenge is lacking. n The childminder has yet to establish positive working relationships with staff

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need to do better?

from other settings that children attend. As a result, the sharing of key information about children's learning and well-being is limited. However, the childminder has good relationships with parents. She shares information and photos of what children have been doing on a daily basis. Parents are reassured

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need to do better?

18 May 2022 that their children are happy and settled. n Children are very well behaved. They happily follow the simple rules set and willingly share and take turns. They spontaneously negotiate with others. For example, children ask to swap building bricks in order to use their preferred colour themselves. Children listen to the childminder and her assistant and respond positively to their requests and comments. n There is a strong bond between the childminder and the children she looks after. The caring childminder is receptive to children's emotional needs. When they are tired or upset, children cuddle up with the childminder and respond well to her soothing comments. n The childminder introduces new words that children may not commonly hear, such as 'knead', which helps to extend their vocabularies. Children who speak English as an additional language are supported by the childminder and her assistant. They find out key words they use at home to help strengthen

p.2

need to do better?

communication right from the start. n The childminder finds out important information from parents when children first start in her care. She ensures that she finds out about what children like and about their daily routines. For example, the childminder gathers information about children's sleep patterns. This helps her to plan where and when very young children sleep during the day. The childminder finds out about medical information, such as allergies, to help to ensure that she keeps children safe in her care.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder is aware of different kinds of abuse that children could be exposed to. Regular discussions with her assistant help the childminder to remain alert to potential signs and symptoms of abuse. The childminder has set up procedures to help to ensure that only identified and suitable adults collect children from her setting. This contributes to the childminder's commitment to keeping children safe. All procedures the childminder has put in place are shared with her assistant to help to ensure that their approach to safeguarding is consistent.

p.3

Due date

18 May 2022 undertake appropriate professional development and training opportunities to help to ensure that all aspects of children's well-being and education are managed effectively and continually improve. 15/08/2022

p.3

should:

n respond flexibly to children's comments and reactions during adult-led activities to exploit the opportunities to extend their learning n allow children time to find different ways to express their own creativity and individuality and to develop their thinking skills during adult-led activities n establish partnerships with staff from other settings children also attend, to help to ensure a shared and consistent approach to care and learning.

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Setting details

Unique reference number EY559832 Local authority Bedford Inspection number 10190429 Type of provision Childminder

p.5

Registers

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

p.5

inspection

Total number of places 6 Number of children on roll 7 Date of previous inspection Not applicable

p.5

Information about this early years setting

The childminder registered in 2018 and lives in Bedford. She operates flexible hours all year round, except for bank holidays and family holidays. The childminder works with an assistant. She may provide care overnight for children. The childminder provides funded early education for two-, three- and four-year-old children.

p.5

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 took that into account in her evaluation of the setting. n The inspector observed activities in the childminder's house and garden. She spoke to children, the childminder and her assistant at suitable times throughout the inspection. n The childminder showed the inspector all the areas of the house and garden used by children. They discussed how the childminder keeps children safe and how she plans her curriculum. n The inspector held a discussion with the childminder's assistant. n The inspector looked at documents, including attendance records and evidence of the suitability of the childminder and her assistant.

p.5

Inspection activities

18 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

18 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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