Childminder EY557219

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 relaxed and happy as they settle down to play in the homely environment. They respond to the childminder's warmth and affection for them as they snuggle in for cuddles. This helps children to feel safe and secure. They quickly engage in a range of enticing activities. They demonstrate good focus and attention as they explore shells and seaweed collected from the beach. They have time and space to follow their interests and demonstrate their knowledge and skills. Children consistently demonstrate positive attitudes and behaviours. They learn values and daily positive affirmations, which they demonstrate through their play and interactions. Children learn to be considerate of one another and use lovely manners to thank the childminder for their drinks.

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The provision is good

Children benefit from a language-rich environment. They happily take part in engaging story times. The childminder demonstrates actions alongside the stories, which children excitedly copy. This helps children to develop their physical coordination and agility, and a love for books. The childminder models language clearly and pronounces words correctly. This enables children to extend their vocabulary by learning new words, such as 'telescope'. Children learn to manage risky challenges safely to develop their physical skills. Older children balance and jump off log slices, while younger children are supported to climb the steps to the slide.

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need to do better?

n The childminder creates well-designed play spaces indoors and outdoors. All aspects of the daily routine are considered to ensure children are constantly supervised. For example, well-monitored areas are provided for children to sleep. The childminder is organised and keeps clear records of information. These include a good range of policies and procedures, which are always available to parents. n Settling-in periods are adapted to children's individual needs. This ensures children feel emotionally supported and cared for during transitional times. The childminder gathers relevant information about the children before they attend. She uses information provided by parents to ensure children's developmental needs are swiftly focused on. n The childminder teaches mathematical language through group singing times. As children sing, they learn to recognise shapes and identify how many sides and corners they have. They practise counting as they sing 'Ten Fat Sausages' and

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need to do better?

use their fingers to represent the sausages that go 'pop' in the pan. The childminder facilitates mark-making opportunities regularly. Older children help to write 'stop' signs on the path and practise saying the letter sounds. Younger children enjoy exploring marks they make with water and paintbrushes.

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need to do better?

12 July 2022 n The childminder has a strong focus on positive well-being. She encourages children to vote on a choice of group activities. This teaches children patience and tolerance. Children learn to self-regulate their emotions. They sing songs to recognise emotions and facial expressions. They make 'grumpy', 'worried' and 'happy' faces together and talk about how it makes them feel. Children develop empathy for one another. Older children check on younger children when accidents occur. n The childminder monitors children's progress and identifies areas for development. She regularly evaluates the environment to ensure children have a wide range of opportunities to experience each area of learning. She shares developmental checks with parents and relevant professionals. Children with additional needs are supported well. Gaps in children's development are identified quickly. The childminder works closely with outside professionals to

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need to do better?

ensure she provides effective care for all children. n The childminder encourages children to be independent in some of their needs. They select toys and wash their hands independently. However, on some occasions, the childminder does things for children that they could try to do for themselves, such as pouring their own drinks. n The childminder works effectively with parents to meet the needs of the children. Parents speak positively about the 'home-from-home' environment she creates. They are pleased that their children learn to be polite, confident and develop great communication skills. Parents appreciate the regular updates and photos via effective communication techniques. This helps parents to feel reassured about their children's safety and care while at the childminder's home.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a secure knowledge of her role and responsibilities to safeguard children. She ensures her assistant remains suitable for her role. The childminder knows the correct procedures to follow and who to contact if she has concerns about a child's welfare. She understands a wide range of safeguarding issues. She undertakes regular training to update her knowledge. The childminder reviews effective policies and procedures to manage a safe home environment, and she regularly shares these with parents.

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should:

n provide further opportunities for children to learn and practise their independence skills.

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Setting details

Unique reference number EY557219 Local authority Central Bedfordshire Inspection number 10190415 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 8 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2018 and works in Eaton Bray. She works with a co- childminder and an assistant. She operates all year round from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 pandemic began. The inspectors discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The childminder took the inspector on a learning walk around the setting. n The inspector spoke to the childminder and children, and took parents' views into consideration. n The inspector observed the childminder's interactions with the children and discussed outcomes. n The inspector observed the children's play indoors and outdoors.

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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

12 July 2022 12 July 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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