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 are happy and confident with this fun and caring childminder. They smile as they sit and play with dolls in a doll's house. They speak about their own families and the childminder asks them about the different names of the people that are familiar to them. Children express their own ideas. They tell the childminder the names of different dinosaurs and correct her if she makes a mistake. Children are eager to show her what they have made. Children thread shapes onto a piece of string and show the childminder what they have made. She praises them and children smile proudly.

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The provision is good

Children enjoy a broad range of well-planned activities. These are adapted or extended by the knowledgeable childminder. Children become engrossed, as they explore a tray of natural items together. Older children use magnifying glasses and search for pretend insects. Younger children smile happily, as they play alongside them. They explore the texture of leaves while using large tweezers to pick up different objects. The childminder skilfully adapts her language to ensure that all children benefit from opportunities to learn new vocabulary. For example, older children talk about the colours of butterflies. The childminder uses single words to name each toy insect in the tray, to encourage younger children's developing vocabulary.

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need to do better?

n The childminder tells stories well. Children are captivated when listening to a story during group time. She uses props to engage younger children and speaks to older children about the plot and characters within the book. Children are eager to see what comes next in the story, and giggle as the childminder adjusts her tone to voice the characters. However, the organisation of some group times is not always effective. Some younger children, especially those sitting further away from the childminder, lose interest and therefore do not benefit from the rich learning opportunities these times offer. n Children have developed a love of books. They independently look at books and share the narrative with their friends. The childminder uses these opportunities to recall experiences that children have had and build on their language. For example, children look at a book about animals. The childminder speaks to them

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need to do better?

about which ones could be in a zoo and which ones could live on a farm. She relates it to a trip that they have been on to the farm and the children are eager to share their own experiences. n The childminder consistently speaks to the children to support their understanding of interesting topics. Children make good progress in their language development. They talk with confidence to share their ideas about what they are doing. For example, older children learn about what a calf is.

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need to do better?

9 November 2022 Younger children are given the time to respond when being asked a question about what they have made. This means children are able to share their opinions and build on their language skills. n Children are caring towards each other and show compassion. Older children say 'sorry' and kiss the head of another child when they accidentally bump into them. The childminder supports positive behaviour by acting as a good role model to children. Children are receptive to her praise when they know they have done something well. n The childminder knows children well and plans a curriculum, that is well sequenced and builds on children's knowledge and skills. Activities are planned around children's interests and what they need to learn next. For example, children learn about the texture of a hedgehog's back by looking at a puppet during a story time. She then talks to the children about how many spikes a

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need to do better?

hedgehog has and pretends that the hedgehog puppet is prickling her. n Communication with parents is good. Parents particularly like receiving updates about their children's day through daily messages. Parents are complimentary about the quality of care and education their children receive. They state that they are 'extremely happy with the care' and are pleased with the 'significant progress' that they have made.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a clear understanding of her role and responsibilities regarding safeguarding. She is aware of the agencies to contact should she have concerns about the practice of adults working with children, or in the event of an allegation being made about the suitability of someone in her household. She has completed recent safeguarding training and confidently explains the action that she would take, if she suspected that a young girl may be at risk of female genital mutilation and what steps she would take. Children's safety is assured through appropriate risk assessments and the direct supervision of children when they go on outings.

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should:

n organise group times more effectively to ensure that every child benefits from the rich learning opportunities these offer.

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Setting details

Unique reference number EY439428 Local authority Central Bedfordshire Inspection number 10235628 Type of provision Childminder

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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 8 Date of previous inspection 11 January 2017

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Information about this early years setting

The childminder was registered in 2011 and lives in Leighton Buzzard. She operates all year round, from 9am 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. She works with a co-childminder. The childminder holds an appropriate qualification at level 3.

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Inspection activities

n The inspector discussed any continued impact of the COVID-19 pandemic with the childminder and has taken that into account in their evaluation of the setting. n The inspector observed the quality of education being provided and assessed the impact that the activities had on children's learning. n The childminder and the inspector discussed how the teaching observed extended children's understanding and linked into the learning intentions for the children. n The inspector spoke to the childminder, her co-childminder and the children at convenient times throughout the inspection. n The inspector looked at relevant documentation and evidence of the suitability of adults living on the premises or working with the childminder.

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Inspection activities

9 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

9 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

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