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 Good

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The provision is good

Children play excitedly in the childminder's home. They explore a wide variety of enjoyable and interesting activities, both inside and out. The childminder listens and responds to the children's ideas. For example, the children want to smell the coloured dough, so the childminder brings them different spices to mix in and explore. As a result, children are deeply engaged and want to find out about the world around them.

p.2

The provision is good

Children learn listening skills. The childminder encourages them to play for extended periods of time. Children are ready to stop when asked and move on to the next activity. Consequently, children behave well and cooperate with their friends.

p.2

The provision is good

The childminder knows the children very well. She uses assessment to identify what children understand and can do. She plans challenging tasks for all children. The childminder supports children's mathematical development. She encourages children to explore numbers in all areas of the setting. For example, when playing with the tower blocks, the childminder teaches children to add and take away blocks.

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need to do better?

n The childminder uses assessment effectively to identify children's starting points. Her interactions with the children are targeted precisely at what they need to do next. n The childminder plans a well-sequenced curriculum that builds on what children already know and can do. She understands that children need to repeat activities to remember what they have learned. Children are well prepared for the next stage of their education. n The childminder knows that children gain confidence when they make decisions. She asks children to make choices throughout the day. For example, during play, the childminder asks children, 'Do you want to build a tower now or shall we ready a story?' This helps children to feel valued. n The childminder supports children's communication and language well. She teaches challenging vocabulary that the children use in their play. For example, children build towers and the childminder asks them to make them taller and

p.2

need to do better?

heavier. She sings with the children and they listen and respond to her, using gestures and words. n Partnerships with parents are strong. Parents report that 'children are learning through play' and that their 'confidence has blossomed'. n The childminder communicates well with parents. They exchange regular information about their child's progress. The childminder uses this information to

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need to do better?

12 October 2022 plan learning. As a result, children's learning is shared effectively with parents. n The childminder has clear expectations that she shares with children. She reinforces these throughout the day. When children struggle with their emotions, the childminder supports them gently. Consequently, children feel safe and behave well. n The childminder promotes clear values. Throughout the setting, there is a culture of fairness and sharing. Children are learning to treat others with respect. Consequently, all children are relaxed and happy. n The childminder supports children to explore their local area. They visit various local parks and farms. This helps the children to understand the world around them and how things work. n The childminder understands the importance of a healthy lifestyle. The children have lots of opportunities to run and climb freely. This supports their physical development.

p.2

need to do better?

n Children learn about other cultures and family dynamics with the childminder. This helps them to feel valued as they share their experiences. n The childminder is reflective of her practice and attends regular training to strengthen her skills and knowledge. However, opportunities to support children with special educational needs and/or disabilities (SEND) are not always fully explored. As a result, children with SEND do not consistently achieve the best possible outcomes.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder understands her responsibility to keep children safe. She has a strong knowledge of how to protect children from harm. The childminder knows how to report her concerns to the relevant authorities. She has a strong understanding of wider safeguarding issues and has recently completed her 'Prevent' duty training. She conducts regular risk assessments of her home in order to keep children safe.

p.3

should:

n develop teaching skills to seek further ways to support children with SEND.

p.3

Setting details

Unique reference number EY446211 Local authority Central Bedfordshire Inspection number 10235759 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 4 Date of previous inspection 15 December 2016

p.4

Information about this early years setting

The childminder registered in 2012 and lives in Leighton Buzzard. She provides care from 8am until 5pm, all year round, except for family holidays.

p.4

Inspection activities

n This was the first routine inspection the childminder 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 childminder. n The childminder showed the inspector the premises and discussed how they ensure they are safe and suitable. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. n The childminder spoke to the inspector about children's learning and development. n The inspector observed the interactions between the childminder and children. n The childminder and the inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n Parents shared their views of the setting with the inspector.

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Inspection activities

12 October 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

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

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