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

Children are happy and settled in the childminder's care. They turn to her for cuddles, for instance when they are ready for a rest. Children respond positively to the praise and encouragement the childminder gives them. For instance, they smile when the childminder tells them that she is proud of their achievements.

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The provision is good

Children's levels of independence are high. All children, including the youngest, are able to pour water from individual jugs into their cups at snack time. They concentrate fully on the task that they are completing. Children enjoy developing their skills further, pouring the water between the cup and the jug repeatedly. This helps them to develop their hand-to-eye coordination.

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The provision is good

Children enjoy using their imaginations. They receive plenty of opportunities for imaginative play. For instance, they pretend to cook the dough cakes they make in the toy oven. They eagerly share their creations with visitors, talking to them confidently about the flavours of pretend ice cream they have made. They correctly identify the different colours of dough they have used. Children develop an understanding of how to care for others through their role-play experiences. They explain to the childminder that their doll needs medicine, as they are feeling poorly.

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need to do better?

n The childminder recognises children's achievements, sharing these proudly on a display board for everyone to see. She builds on children's own experiences, using information she receives from parents. For instance, she provides tennis rackets and balls for children to play with after they start to play tennis with their grandparents. This helps children to make connections between their home lives and their time with the childminder. n The childminder provides children with a language-rich environment. She introduces new words to children as they look at books. For example, children describe the texture of a page in the book as 'bumpy'. The childminder extends their vocabulary, using the word 'crinkly' as an alternative way to describe it. The childminder invites children to share their ideas and make predictions about what may happen next in stories. This all supports children to become effective

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need to do better?

communicators. n Professional development is important to the childminder. She completes courses relevant to the needs of the children she cares for. She regularly reflects on the provision she offers, identifying areas that she wishes to develop even further. She implements these changes effectively. For instance, she adapts the way that she tracks children's progress to help her to monitor this more closely. n The childminder is passionate about children's well-being. She has introduced simple yoga routines to the children. She successfully supports children's

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need to do better?

30 June 2022 personal and emotional development. For instance, she speaks to children when they become upset, sharing strategies with them so that they can calm down. Children respond positively to these strategies, following the childminder's guidance. This helps them to learn to regulate their own emotions. n Parents are happy with the service the childminder provides. They feel well informed about their children's progress. The childminder takes on board their feedback. For instance, she adapts her communication methods with parents in response to their suggestions. The childminder talks to parents about the activities that children have enjoyed, so that they can revisit these at home. Children take home books to share with their families. This results in parents feeling more involved in their children's learning. n The childminder recognises children's interests, incorporating these into her daily

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need to do better?

routine. However, her current routine is not yet flexible enough to allow children to freely follow their interests when they want to. For instance, younger children become deeply engaged when exploring water. The childminder guides them away from the water, interrupting their play. She tells them they can play in the water later in the day. Children then struggle to engage in another activity, which they are less interested in. This means that, sometimes, children are not able to make the most of their learning opportunities.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a firm understanding of her responsibility to safeguard children. She recognises the possible signs of abuse. The childminder regularly completes safeguarding training to keep her knowledge as up to date as possible. She is aware of the process to follow to raise concerns regarding children's welfare to other agencies. The childminder knows how to identify children who may be at risk of exposure to extreme views or behaviour. She understands what she needs to do should anyone make an allegation against herself or a member of her household.

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should:

n allow more flexibility to the daily routine so that children can follow their interests freely and engage in uninterrupted play to make the most of their learning opportunities.

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Setting details

Unique reference number 2536419 Local authority Bedford Inspection number 10215218 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 6 Number of children on roll 5 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2019. She lives in Kempston, Bedford. She operates all year round, except for family holidays and bank holidays. The childminder works Monday to Friday from 8am to 5.30pm. She holds a relevant qualification at level 5.

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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 inspector had a tour of the areas of the premises used for childminding. n The inspector observed the childminder's interactions with children. She held discussions with the childminder regarding what she intends children to learn. n The inspector spoke to parents and read written feedback. She took their views into consideration. n The inspector viewed a range of the childminder's documentation, including suitability and insurance documents.

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Inspection activities

30 June 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

30 June 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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