O'Connor Janice

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

p.1

The provision is good

Children enjoy coming to the childminder's home. They are happy and busy during their time with her, enjoying a variety of different activities designed to provide challenge and follow their interests. Children confidently chatter away with the childminder. The childminder listens intently, making children feel valued. They excitedly talk about what they are doing during play.

p.2

The provision is good

Children behave well. They play cooperatively and enjoy listening to each other during play. The childminder encourages them to use their manners and be respectful towards each other. Children are kind and considerate. Children are confident to talk to visitors. They proudly show off the paper baubles they have made and are eager to share their favourite songs and rhymes.

p.2

The provision is good

Children benefit from close, nurturing relationships with the childminder. They seek her out for comfort and play. Children delight as they sit on the childminder's knee and sing, 'Row, Row, Row Your Boat'. They smile with delight as they rock back and forth, joining in with the song. The nurture and physical comfort that the childminder provides, successfully promotes children's emotional well-being. As a result, children feel secure, confident and content at the setting.

p.2

need to do better?

n Children make good progress in their learning from their initial starting points. Their communication and language skills are very well supported. The childminder uses a number of different methods to support these, such as sharing stories and singing action songs and rhymes. Children with speech and language difficulties are well supported. The childminder works well with parents and professionals to ensure that children make good progress. As a result, children become skilful communicators. n The childminder takes children on walks to the local play area and does nature walks on the way to the neighbouring school. She uses this as an opportunity to teach the children about the world around them. For example, children look at spider's cobwebs and the effect that weather, such as frost, has on them. n Children learn how to lead a healthy lifestyle. The childminder provides a well- balanced and nutritious menu. She talks to children about what they are eating

p.2

need to do better?

and discusses different types of vegetables as they play with pretend food during their role play. In the garden, children use tubes to pour water. They use ride-along toys and throw balls into a basketball net. This encourages children to be physically active. n Communication with other settings is good. The childminder supports children who attend other settings or who are transitioning to school. She ensures that she shares relevant information about a child's progress. For example, she

p.2

need to do better?

30 November 2022 shares their key next steps in learning, any emerging concerns in their development and any strategies that are in place to support children. n Children regularly count in their play. Younger children can successfully identify cardboard numbers and place them in the right place in a book. Older children represent the numbers on their fingers and smile when they get the correct number. However, sometimes, when a child struggles to get the correct answer, the childminder interjects before the child has time to solve the problem. As a result, children do not have sufficient opportunities to lead their own learning. n The childminder regularly reviews and updates her practice. She attends online webinars every week to keep her knowledge current and help to develop her practice. Recent training includes courses on children's emotional well-being and tackling childhood obesity. The childminder discusses how she uses the

p.2

need to do better?

information gained in her day-to-day practice. This has had a positive impact on the childminder's well-planned curriculum. n Parent feedback is very positive. Parents report that their children have developed well since joining the childminder. The childminder works closely with them to support their children's learning at home and supports them by providing information and support with activities such as toilet training. Daily conversations help parents to be involved in their children's education. Partnerships with parents are positive.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder can identify possible signs of abuse and understands reporting procedures. She discusses what action she would take if she suspected domestic violence in a family home. This helps to protect children from harm. The childminder undertakes good risk assessments to promote children's good health and safety and confidently discusses her fire-safety procedure. The childminder demonstrates safe practices, such as securing children in highchairs at mealtimes and reminding them not to be near hot food in the kitchen when she is cooking. This helps to prevent accidents and promotes children's welfare.

p.3

should:

n give children more opportunities to lead their own learning to encourage independence, resilience and perseverance in the face of challenge.

p.3

Setting details

Unique reference number 505298 Local authority Central Bedfordshire Inspection number 10234562 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 2 Date of previous inspection 23 February 2017

p.4

Information about this early years setting

The childminder registered in 1999 and lives in Leighton Buzzard. She operates all year round, from 8am to 3pm, Monday to Friday, except bank holidays and 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 childminder and has taken that into account in their evaluation. n The inspector viewed the provision and discussed the safety and suitability of the premises. n The childminder and the inspector completed a learning walk together to discuss the childminder's intentions for children's learning. n Children spoke to the inspector during the inspection. n The inspector observed the interactions between the childminder and children. n The childminder and inspector carried out a joint evaluation of an activity. n Parents shared their views of the setting with the inspector. n The inspector looked at relevant documentation and reviewed evidence of the suitability of household members.

p.4

Inspection activities

30 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.

p.4

Inspection activities

30 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6