Childminder in Luton

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 secure, happy and settled in this homely environment. They smile and chatter to the childminder and naturally turn to her for comfort and reassurance when needed. Children participate enthusiastically and become engrossed in their play. For instance, they gain early mathematical skills and develop use of their smaller hand muscles as they use tweezers to pick up toy dinosaurs and sort these according to colour. They count carefully as they put the dinosaurs into bowls. Children enjoy regular use of local facilities, offering them additional learning opportunities and helping them to understand their community. For instance, they learn about the natural world and the history of their local area when they visit a nearby museum.

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The provision is good

Children follow the childminder's good example and are kind, caring and patient. For example, older children patiently wait for their turn when younger children join in a game. Children gain a practical understanding of how to keep themselves healthy. For example, they look at books about oral hygiene and clean laminated pictures of teeth. The childminder is sensitive to the potential effects of the COVID- 19 national lockdowns. She offers children opportunities to interact with others and supports them well so they enjoy these social occasions.

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need to do better?

n Children make good progress. The childminder has high expectations and uses practical procedures to assess their development. She understands what children need to learn next and offers play opportunities that help them take the next steps in their learning and be well prepared for school. The childminder diligently monitors children's progress. She quickly notes any weaker areas and offers support so that no child falls behind in their learning. n The childminder is enthusiastic about her work and is committed to developing her practice. She undertakes training and uses the new knowledge she gains. For example, she now makes greater use of books as a way of helping children to understand their emotions. n The childminder works well with other childcare providers and professionals. She exchanges pertinent information and helps to ensure that children's needs are understood so they receive appropriate support. This is particularly beneficial to

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need to do better?

children with special educational needs and/or disabilities, and they make good progress. n The childminder gently reinforces children's learning. They set out a toy farm and talk about the different animals. When they then visit a real farm, children quickly recognise the animals and remember the sounds they make. They refer to posters and sing songs to reinforce this further. n Children show that they enjoy books. They listen intently as the childminder

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need to do better?

1 November 2022 reads to them. She skilfully maintains their attention as they describe the pictures, and they eagerly repeat new words, such as 'bonfire' and 'explosion'. Children have many opportunities to look at books that help them appreciate other ways of life and the wider world. n The childminder speaks clearly to children and helps them join words to make sentences. Children speak confidently, using their good language skills to explain what they are doing, for example. n The childminder thoughtfully plans interesting opportunities that aid children in making marks and developing the muscles which will support them when they learn to write. For instance, children make patterns in a tray of ground rice and use large brushes to paint the fence with water. n Children enjoy choosing what to play with and the childminder generally supports them in extending their play. However, on occasion, she does not

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need to do better?

support children as much as possible in expressing their creativity, trying out their ideas and learning to think critically to solve problems. n Parents praise the childminder and report that their children settle quickly and enjoy their time with her. They highlight the good progress their children make and feel that the childminder keeps them up to date with what their children have been doing each day. However, the childminder does not consistently support parents to build on their children's learning at home.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder understands her role in promoting children's welfare. She has a good knowledge of safeguarding, completing regular training to keep this up to date. The childminder knows how to recognise possible signs of abuse or neglect, and how to report any concerns to the correct professional. She understands how wider issues, such as association with extreme views or practices, can affect children and their families. Additionally, the childminder is aware of the potential risks associated with use of the internet and takes appropriate action to protect children.

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should:

n extend opportunities that support children to express their creativity and ideas, try these out, and develop their skills in thinking critically and solving problems n enhance the support offered to parents to help them build on their children's learning at home.

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Setting details

Unique reference number 2583478 Local authority Luton Inspection number 10251049 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 2020 and lives in Luton. She operates all year round, from 8am until 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder 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 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 provider. n The inspector observed activities inside and outside, and assessed the impact these have on children's learning. The childminder and the inspector discussed the childminder's intentions for children's learning. n The childminder and inspector reviewed an activity together. n The inspector viewed relevant documentation, including safeguarding procedures and proof of the suitability of household members. n The inspector talked with children during the inspection. She viewed written feedback from parents and took account of their views.

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Inspection activities

1 November 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

1 November 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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