Childminder in Central Bedfordshire

Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Overall effectiveness at previous inspection Outstanding

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The provision is outstanding

All children flourish in this welcoming, nurturing and homely environment the childminder has created. Right from settling in, children are at the heart of everything the childminder does. The childminder ensures that all experiences children have access to are thoroughly thought out to support their development. For example, while out on a walk in the local area, children collect willow tree sticks to grow at home. Children watch and monitor as the sticks grow into their own willow trees. Children excitedly talk about what happens to the tree roots as they grow. This supports children to have first-hand experiences to learn about the world around them.

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The provision is outstanding

The childminder instils her rules and values into children from a young age. They are aware of the routines, which supports them to achieve the childminder's behavioural expectations. For example, children know to sit on the bottom step and take off their shoes ready to enter the home. Younger children become very confident in their own abilities, for example, as they take their shoes off independently. The childminder has high aspirations for all children. She builds on their natural curiosity and encourages them to ask questions, which helps them to develop a love of learning.

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need to do better?

n All children make rapid progress in their learning. The childminder monitors children's progress regularly to ensure that they have opportunities to learn the skills required for their learning. The childminder uses children's interests to create activities. She regularly repeats activities so that children's confidence in their learning grows. This ensures that skills are embedded as they are the foundation blocks for further learning. n Children's mental well-being and emotional development are very well supported. Children talk about how they feel and learn that it is okay for them to express how they are feeling. Children access a local yoga session, where they learn about taking time for themselves to think and be mindful. Children are proud as they show visitors the skills they learn at yoga. This further develops their confidence in the skills they already have. At yoga, children also develop

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need to do better?

their physical skills. They slow their movements down and focus on their balance. These are the foundations for bigger moves, such as running and jumping. n The childminder is an exemplary role model for children. She is calm and patient and children always behave positively. Older children use their skills and knowledge to support younger children and flourish with this sense of responsibility. For example, while exploring puzzles, younger children talk about the colours of the pieces, and older children tell them that it is a 'red triangle'.

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need to do better?

16 January 2023 n The childminder is committed to her own professional development. She regularly undertakes training and implements this quickly into her setting. For example, the childminder completed recent training about singing and music time. At the rhyme time class she attends, the childminder now monitors the songs children sing. This ensures that children are introduced to new songs to develop their language skills further. The childminder shares her newly acquired knowledge with other childminders. n Relationships with staff at the local school and nursery are exemplary. The childminder liaises with local teachers to ensure that children are learning the skills they need to be ready for school. As each year group moves through the childminder's care, she talks to the teachers about any improvements or changes she can make. Recently, the school adapted how it teaches the mathematics curriculum. The childminder quickly changed her curriculum so that

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need to do better?

children learn in the same way. This provides outstanding consistency for children in their learning and development. n Partnerships with parents are a real strength of the childminder's setting. Parents comment on the setting being a home from home and having a family feel. They say that their children have wonderful relationships with the childminder. Parents are aware of their children's development and the next steps in their learning. Communication with parents is exemplary, and they praise the childminder for the time she takes to ensure that they know all about their child's day.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder takes time to ensure that she is knowledgeable about any current safeguarding issues in her area and how she can monitor these to protect the children in her care. The childminder understands the importance of recording and reporting any concerns she may have, and she is knowledgeable of professionals she may need to report to. A robust safeguarding policy underpins the childminder's practice and supports her as required. The childminder ensures the ongoing suitability of all adults in her home, which helps to keep children safe from harm.

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Setting details

Unique reference number EY488477 Local authority Central Bedfordshire Inspection number 10264382 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 9 Date of previous inspection 13 June 2017

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Information about this early years setting

The childminder registered in 2015 and lives in Shefford. She operates all year round from 8am to 6pm, Monday to Thursday, except for bank holidays and family holidays. The childminder holds an appropriate early years qualification at level 3. She 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 childminder and has taken that into account in their evaluation of the setting. n The childminder showed the inspector the premises and discussed how she ensures that they are safe and suitable. n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for her curriculum. n The inspector observed the quality of education being provided indoors and assessed the impact on children's learning. n The inspector observed the interactions between the childminder and the children. n The childminder and the inspector discussed how the curriculum is implemented and the impact that this has on children's learning. n The inspector spoke to parents during the inspection and took account of their

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Inspection activities

views. n The childminder provided the inspector with a sample of key documentation on request.

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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

16 January 2023 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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