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 Good

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The provision is good

Children thoroughly enjoy the time they spend in this warm, homely environment. They independently explore the wide range of interesting resources indoors and in the secure garden area. The childminder uses children's interests to plan activities which she adapts well to meet the needs of all children. For example, children collect various autumnal objects on their walks. Older children are encouraged to use tweezers to count conkers into cups. Younger children explore the textures of objects and use spoons to scoop them up.

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The provision is good

Children form close relationships with the nurturing childminder. They cuddle up to her at story time and seek her out for affection when tired. Children develop close bonds with one another. They support each other in tasks such as tidying up and putting on their coats. Children are exceptionally polite to one another. They are willing to share, and they take turns well in activities. The childminder supports these behaviours by modelling excellent manners and is kind and respectful towards children and adults.

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The provision is good

Children enjoy regular trips out of the setting to enhance their knowledge and development. They chat excitedly about a recent visit to a crocodile farm and the various animals they saw there. Children attend local childminder groups where they engage with other children and develop their social skills.

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need to do better?

n Parents speak highly of the childminder and the care she provides. They value her nurturing approach, and the close bonds children form with the childminder and her family. Parents comment that their children enjoy the time they spend at the setting and the many activities the childminder provides. n Children's mathematical development is well supported throughout the setting. The childminder introduces mathematical teaching into all activities. For example, children use numbered seed trays to plant the corresponding quantity of conkers in their outdoor kitchen area. The childminder encourages children to identify numbers in the environment. She introduces concepts such as addition and subtraction in age-appropriate ways. n The childminder reflects well on her setting and the activities she provides. She seeks feedback from parents and children and updates her practice to meet their changing needs. For example, the childminder has recently adapted her garden

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need to do better?

area to support the physical development of younger children. n Children have a good understanding of how to keep themselves safe. They know to wash their hands after coughing and before meals, and they manage all hygiene routines independently. The childminder encourages children to identify risks in their play. For example, when children want to play on the climbing

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need to do better?

12 October 2022 frame, the childminder supports them to explore what might happen if they slip on the wet bars. n The childminder is consistent in her approach to behaviour management. She uses age-appropriate methods to support children's knowledge of why certain behaviours are inappropriate. Children are learning to understand the impact their actions may have on themselves and others. n The childminder works hard to establish appropriate communication with families. She regularly shares information about children's development and offers ideas to support children's learning at home. The childminder engages well with other settings. She uses the knowledge she gains to provide learning opportunities based on children's needs. As a result, gaps in children's learning and development are swiftly closed. n Children enjoy a variety of healthy, home-cooked meals and snacks. They sit at the table and demonstrate excellent manners. After finishing their food, children

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need to do better?

ask to leave the table before clearing their plates and cutlery away. This prepares children well for the routines of school. n The childminder has a strong understanding of how children learn. She plans engaging activities based on children's interests. She revisits them regularly to assess children's learning. For example, children have been exploring the animals in 'Dear Zoo'. The childminder reads the story again, and children recall the actions and noises the animals make. However, the childminder does not always explore ideas beyond what she has planned, to extend children's learning further.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good knowledge of the signs and symptoms which could indicate that a child is at risk of harm. She understands the correct process to follow when reporting these concerns to the relevant authority. The childminder completes safeguarding and first-aid training in line with local authority guidelines. This ensures her knowledge remains up to date. She carries out regular risk assessments on all areas of her setting, as well as when on trips out with the children.

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should:

n extend children's learning beyond what is planned by adopting a more flexible approach in activities.

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Setting details

Unique reference number EY480984 Local authority Bedford Inspection number 10236457 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 7 Date of previous inspection 14 December 2016

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Information about this early years setting

The childminder registered in 2014 and lives in Bedford. She operates all year round from 8am to 5.30pm, Monday to Thursday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 4. She provides funded early education for two-, three- and four-year-old children.

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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 considered the views of parents by reviewing feedback letters. n The inspector looked at relevant documents, including evidence of the suitability of all persons living at the premises. n The inspector observed the interactions between the childminder and children during activities. n The inspector observed the quality of teaching to assess the impact on children's learning. n The inspector and the childminder completed a joint observation of an activity to assess the quality of teaching. n The inspector held discussions with the childminder about the monitoring of learning and development in the setting and tracked the progress of several children.

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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 October 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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