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 Inadequate

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The provision is good

Children settle well into the childminder's care. They confidently follow hygiene routines and understand why these are in place. Children are able to communicate their understanding to visiting adults. For instance, they explain that they need to wash their hands to get rid of any germs.

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The provision is good

Children learn to share and take turns in age-appropriate ways. They form friendships with one another and help others. For example, they pass one another the crayons as they colour pictures. Children show good levels of focus and engage well with the childminder. They remain focused on activities which interest them. Children respond positively to the childminder's gentle encouragement on the rare occasions that they need help to refocus on the task they are completing.

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The provision is good

Children become independent and develop the skills they need to complete tasks for themselves. For instance, young children learn to undo their zips and take off their jumpers without help. For example, children strengthen the small muscles in their hands. They concentrate as they complete jigsaw puzzles, carefully joining the correct pieces together. This also helps to develop children's hand-to-eye coordination.

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need to do better?

n Since the previous inspection, the childminder has reduced the number of children in her care and currently works alone. This has had a positive impact on her provision. Her interactions with children are purposeful. The childminder has engaged well with other professionals and is developing her knowledge. This is still ongoing, and the childminder recognises how this is strengthening her practice. She plans to continue to develop her knowledge even further, focusing her learning on supporting the children she cares for. n Children who speak English as an additional language progress well. They are able to communicate their needs with the childminder, who gathers relevant information from parents before children start. This includes basic words in children's native languages. The childminder supports children to communicate in English. She repeats words back to children so that they can hear how to say

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need to do better?

things clearly. Children are then able to successfully repeat the words back to the childminder and use them independently as they speak. n Children who have special educational needs and/or disabilities also receive good support. Professionals from outside agencies visit the children at the childminder's home. The childminder implements the strategies they share with her effectively and this has a positive impact on children. For instance, children learn to wait their turn with the use of visual cue cards and hand signals from the childminder.

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need to do better?

9 December 2022 n Parents are happy with the care that their children receive and get regular feedback on children's progress. The childminder works in partnership with parents. For instance, they hold discussions together about how to support children with toilet training. This consistent approach between home and the childminder's care helps children to master these skills more rapidly. n The childminder knows the children she cares for well. She gathers relevant information about what they know and can do before they start with her. She provides activities based on what she knows about the children. However, the childminder does not make the most of opportunities to adapt the activities she plans when the children develop new interests. This means that sometimes learning opportunities for children are not as relevant as they possibly could be. n Children respond enthusiastically to mathematical activities and are keen to join

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need to do better?

in together. However, occasionally the childminder does not adapt activities to meet the individual needs of children as well as she could. For instance, children who are more advanced in their understanding of numbers are not provided with enough challenge during a counting activity. As a result, children may not make as much rapid progress as they possibly could.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder is confident in the process to follow should she need to raise concerns regarding children's welfare to outside agencies. She completes training to help ensure her knowledge is as up to date as possible. The childminder understands what to do if an allegation is made against herself or a member of her household. She understands the possible signs of abuse and neglect. The childminder is aware of how to identify children who may be at risk of exposure to extreme views or behaviours. She completes regular risk assessments. This helps her to minimise the risk of harm to children.

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should:

n respond rapidly to children's emerging interests and incorporate these into the delivery of activities, to provide highly purposeful learning opportunities for children n differentiate activities even more effectively to provide each individual child with appropriate levels of challenge.

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Setting details

Unique reference number EY556136 Local authority Central Bedfordshire Inspection number 10246862 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 4 Date of previous inspection 14 June 2022

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Information about this early years setting

The childminder registered in 2018. She lives in Leighton Buzzard, Bedfordshire. She operates Monday to Friday, from 7.30am until 5.30pm, all year round, except for bank holidays and family holidays. The childminder holds a qualification at level 3. She provides funded early education for three-year-old children.

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Inspection activities

n The inspector discussed any continued impact of the pandemic with the childminder and has taken that into account in their evaluation of the provider. n The inspector assessed the suitability of the areas of the premises used for childminding. n The childminder and inspector discussed the intention for children's learning and how this is delivered. n The inspector observed the childminder's interactions with children and considered the impact of these interactions on children's learning. n Parents and children spoke to the inspector during the inspection. She took their views into consideration. n The inspector viewed documentation, including suitability documents for the childminder and household members.

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Inspection activities

9 December 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 December 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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