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 Not applicable

p.1

The provision is good

Children are happy and well cared for; they have strong relationships with the childminder. They are comfortable and feel safe going to her for cuddles and reassurance. Children express their likes and dislikes and ask for help. For example, a child tells the childminder 'No thank you, I don't like him' when talking about the different sea creatures.

p.2

The provision is good

Children happily chat to the childminder throughout the day and respond positively to her when she introduces new and challenging vocabulary. Children ask and answer questions, learn new words and act out conversations in their imaginative play. For example, when playing with the under-sea creatures a child squeals with delight, as the starfish says 'Hello' and introduces himself to them.

p.2

The provision is good

Children are encouraged to socialise with others through lots of outings in the local area, and attend classes and groups to build friendships and play with others. They share their experiences from home and the childminder uses her knowledge of the children's backgrounds to plan activities they can relate to and are interested in.

p.2

The provision is good

Children understand the clear expectations of them. They are well behaved and engaged in their learning. Children are polite and say please and thank you. If they need anything, the children's emotional needs are met quickly by the responsive and caring childminder.

p.2

need to do better?

n The childminder has consistently high expectations of the children's use of language; she models, repeats and reinforces new vocabulary and uses open- ended questions. As a result, children are exposed to lots of new vocabulary, sentences and questions. n The childminder uses her knowledge of children's recent experiences at home to plan activities that build on existing skills and expose children to a range of new experiences. For example, they use different tools to pick up objects in the sensory tray. Consequently, children are deeply engaged and concentrate on activities for extended lengths of time. n The childminder has strong relationships with parents and shares the children's experiences and their next steps regularly. As a result, parents are able to identify progress that children have made and are overwhelmingly happy with the care and education provided by the childminder. During story time, the

p.2

need to do better?

childminder takes the time to extend children's use of language by chatting and exploring what the characters are doing, asking 'Where are they going?' and 'What do you think they are going to buy?' n The childminder has a consistent routine and plans the day according to the

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need to do better?

30 May 2022 children's needs and interests. Children know what to expect, feel comfortable and are emotionally secure. The childminder listens to children's needs and responds effectively. She is interested in their likes and dislikes and knows the children well. n The childminder uses praise and positivity to promote the children's confidence and, as a result, children are happy and behave well. Children are supported in managing their feelings well and the childminder takes appropriate action when they need help to manage their own behaviour. For example, when a child says they are finished with an activity, the childminder quickly reacts and asks what they want to do next, helping them to select from a range of options. n Children enjoy singing a range of songs and listen attentively to the childminder, join in and copy her actions. For example, they sit together and sing 'Row, Row, Row Your Boat' and 'Twinkle, Twinkle Little Star'.

p.2

need to do better?

n The childminder provides lots of different activities for children to do throughout the day, using a variety of resources. However, some activities do not provide enough opportunities for the children to explore creatively or to take risks. The childminder organises the learning space well and continues to plan interesting activities in the garden.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good understanding of her responsibilities to keep children safe and is able to identify possible signs that may cause concern. The childminder has recently undergone 'Prevent' duty training and understands indicators that children may be at risk of radicalisation. She knows who to contact if she has concerns about children's welfare.

p.3

should:

n review and develop further opportunities for children of all ages to explore messy and creative play n extend knowledge of children's developmental needs to specifically target individual learning of both new and existing children at the same time.

p.3

Setting details

Unique reference number 2545278 Local authority Central Bedfordshire Inspection number 10215524 Type of provision Childminder Registers Early Years Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 1 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2019 and lives in Shefford, Central Bedfordshire. She operates all year round from 8am to 5pm, Mondays, Wednesdays, Thursdays and Fridays, except for bank holidays and family holidays.

p.4

Inspection activities

n This was the first routine inspection the provider received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The provider and the inspector held a learning discussion together to understand how the curriculum is organised. n The inspector saw written feedback from parents during the inspection and took into account their views and feedback. n The inspector reviewed a sample of the provider's documentation, including Disclosure and Barring Service checks and first-aid certificates.

p.4

Inspection activities

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

30 May 2022 30 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

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

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