Childminder in Luton

Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Requires improvement Leadership and management Requires improvement Overall effectiveness at previous inspection Not applicable

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The provision requires improvement

Children are not consistently provided with an age-appropriate curriculum that challenges and extends their learning and development. The childminder does not consider the different ways in which children learn. She sometimes overlooks opportunities to extend children's interests and to build on what they already know and can do. Furthermore, routines are not consistent and transitions from one activity to the next are disorganised and lack planning. Some children wander around for extended periods with no purpose, waiting for outdoor play or for the next activity to happen.

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The provision requires improvement

Nonetheless, children demonstrate that they are happy and that they enjoy their time while in the childminder's care. Younger children often cuddle or sit near the childminder for reassurance and comfort. Older children enjoy exploring the play kitchen and the toy food, pots and pans. They identify the different foods with the help and positive praise of the childminder and enjoy arranging them on a plate and pretending to feed them to people. This helps the children to gain an understanding of the world around them, while using their imagination and developing their speech. Children are offered many spontaneous opportunities to look at and read books together throughout the day. They join in nursery rhymes with actions and singing, which the childminder encourages as part of a group activity. These activities help to extend the children's emerging vocabulary further and encourage the development of social skills and friendships.

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need to do better?

n Children are encouraged to be kind and caring towards their friends, to share and take turns and to show respect for the childminder's home. She supports children in managing their feelings if they become upset or frustrated. The childminder is a positive role model and remains consistent in her approach. n The childminder has a good awareness of each child's individual needs and background. She takes time in getting to know each child while they are settling in and provides one-to-one time with those that are finding it more difficult to settle. The childminder is very responsive to the children's care needs and always speaks to them with respect and kindness. Early baseline assessments are completed by the parents and childminder to help with the initial planning for children's next steps. However, the childminder does not use the information gathered from assessment to plan effectively after the initial settling-in stage.

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need to do better?

She is not clear about what children need to learn, how to offer appropriate challenge or how this reflects their age and stage of development. n The childminder works closely with parents. She ensures that she passes on information about what the children have been working on that week or what they have enjoyed, so that they can continue their learning on at home. For

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need to do better?

2 November 2022 example, she encourages children to take their favourite books home to show and read them again with their families. The childminder encourages children to continue looking out for things, such as colours or numbers, during their everyday activities with their family, to support what they have been learning at the setting. Parents feedback positively about the childminder, saying that they are happy with the care their children receive and how safe they feel the children are. n Children enjoy outings. The childminder promotes their physical and social development, providing opportunities to visit local parks, play in the garden and take part in creative activities that encourage teamwork. This helps develop children's gross motor skills and understanding of the wider world, while offering opportunities to build bonds and make friendships. However, the routines and transitions to enable these activities to take place are inconsistent and

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need to do better?

disorganised. As a result, children's experiences lack structure and their emotional well-being, as well as their understanding of what to expect next, are not fully considered. n The childminder is supportive in developing children's self-care skills. She encourages babies to feed themselves and hold their bottle. Older children learn patience and appropriate table manners. She encourages them to say 'thank you' as they are passed their food and they enjoy eating healthy snack choices. However, the childminder does not consistently encourage older children to be independent. They are not given opportunities to practise getting themselves dressed or to make choices during more structured or planned activities. n The childminder has attended relevant training to support her professional development and has identified new ideas for further training. She holds regular meetings with her co-childminder to ensure they have opportunities to reflect on

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need to do better?

and discuss their practice and activities.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has attended relevant safeguarding and paediatric first-aid training. She is aware of the signs and symptoms of abuse and demonstrates a clear knowledge of wider safeguarding issues, such as the dangers of exposure to extreme views. The childminder can identify children who may be in need of early help and knows how to make a referral to the relevant agency with statutory responsibility. This supports her in keeping the children in her care safe.

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Due date

2 November 2022 develop the curriculum and planning to ensure it clearly identifies what it is that all children need to learn, how this reflects their individual needs and age and offers appropriate challenge, to help them make good progress 11/01/2023

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Due date

undertake appropriate professional development opportunities to increase knowledge and understanding of how children learn, and improve knowledge of teaching skills to help support children in building on what they already know and can do. 11/01/2023

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should:

n establish consistent routines and planned transitions to ensure children's emotional well-being and physical development are fully supported n support older children to further develop their independence and ability to make their own choices.

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Setting details

Unique reference number 2580446 Local authority Luton Inspection number 10250991 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 4 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 works with a co- childminder. The childminder operates all year round, from 7am until 7pm, Monday to Friday, except for bank holidays and family holidays.

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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 childminder and has taken that into account in their evaluation of the setting. n The childminder and inspector reviewed the morning's play together and discussed what children had been learning. They completed a joint evaluation of an activity. n The inspector and childminder discussed how the curriculum and setting are organised for children's learning. n The childminder spoke to the inspector about children's next steps and about her knowledge of children's individual needs. n The inspector took account of the views of parents from the written feedback provided. n Children spoke to the inspector during the inspection, and she observed their interactions with the childminder. n The inspector examined relevant documentation, such as evidence of

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Inspection activities

qualifications and the suitability of household members.

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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

2 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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