Mbazima, Maria

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 have secure relationships with the childminder and are happy, secure and confident. They make independent choices about what to play with. Children chatter to the childminder as they play, knowing that she always listens, responds and values their contributions. Children respond to the childminder's good example and the positive environment. They work well together and are kind and considerate. For example, they resolve minor disputes and competently organise fair turn-taking. They help tidy up after snacks, carefully sorting the food into the recycling container. Children enjoy their play and persevere at tasks, such as using magnetic fishing rods to catch fish.

p.2

The provision is good

The childminder is aware of the possible effects of the COVID-19 lockdowns. She recognises the importance of helping children to develop good communication skills and now allows additional time for this. Children develop a practical understanding of safety. For example, they explain how to hold scissors safely and why they point them away from their bodies when cutting paper. Daily discussions and activities support children in developing a practical understanding of how to keep their bodies healthy. For instance, they talk about cleaning their teeth and discuss the different types of food and which ones are good for them.

p.2

need to do better?

n Children make good progress and are well prepared for the move to school. The childminder knows the children well and is clear about what they need to learn next. She offers them a wide variety of play opportunities that are based on their interests and help them to take the next step in their learning. The childminder uses her knowledge and experience to monitor children's progress and ensure that no child falls behind in their learning. n Children show a great love of books and this is a particular strength in this setting. They access a wide variety of books and enjoy both traditional tales and more recent stories. The childminder reads with enthusiasm and animation and children become engrossed. Young children remember the words, such as 'rat-a- tat-tat'. Older children predict what is going to happen and reinforce their knowledge when they eagerly remember the Sahara Desert and the Amazonian Rainforest. They carry this love of books into their play. For example, they use

p.2

need to do better?

textured sand to create models of their favourite book characters. n Children develop good language skills as they talk with the childminder and follow her example. For instance, they discuss the different scissors and state politely, 'We prefer the blue scissors, thank you.' The childminder also helps children to learn simple sign language, aiding their early communication skills. n Children enjoy counting and are developing skills in recognising numbers. For example, they look at a number card and explain that when held one way up,

p.2

need to do better?

18 July 2022 this is nine, and when turned around, this looks like the number six. They then count the correct number on their fingers. n Children are building an appreciation and understanding of differences. For instance, they talk about different foods and diets and find out what children in other countries eat. n The childminder ensures that children have many opportunities to develop their physical skills. Children use pencils, glue sticks and water pens, helping to develop their small hand muscles. They build their strength, balance and coordination as they use large play equipment at the park. n The childminder reviews her daily work and implements improvements. However, she does not always make the best use of training and development opportunities to support her in further raising the quality of her teaching. n Parents think highly of the childminder. They feel that their children make good progress with her, particularly in developing social and language skills. Parents

p.2

need to do better?

value the childminder's good communication and know what their children have been doing and how to build on this. However, the childminder does not work as effectively as possible with other childcare providers in order to promote children's development to the maximum.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder regularly refreshes her safeguarding training, helping her to maintain an up-to-date, secure knowledge of this area. She fully understands how to recognise possible signs of abuse or neglect and report these to the appropriate professional. She is also aware of additional safeguarding issues, such as the risks associated with involvement in extreme views and practices. The childminder appreciates the possible dangers associated with use of the internet and takes effective action to protect children.

p.3

should:

n enhance the use of professional development to focus more precisely on building knowledge and understanding, in order to continuously raise the quality of teaching n build on the procedures for working with other childcare providers caring for the children.

p.3

Setting details

Unique reference number 2536637 Local authority Central Bedfordshire Inspection number 10215226 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 5 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2019 and lives in Arlesey. She operates all year round from 6.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children.

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 inspector observed activities inside and outside and assessed the impact these have on children's learning. The childminder and the inspector completed a learning walk together to discuss the childminder's intentions for children's learning. n The childminder and the inspector reviewed an activity together. n The inspector viewed relevant documentation, including the safeguarding procedures and the suitability of household members. n The inspector talked with children during the inspection. She also viewed written feedback from parents and took account of their views.

p.4

Inspection activities

18 July 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

18 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

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