Leer, Maria Margaret

Overall effectiveness Good

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

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The provision is good

Children are happy at the setting. The childminder has taken time to build strong relationships with all families and, therefore, children are confident and very settled. Children introduce themselves and share their experiences with visitors. For example, they talk about the aeroplanes they have recently visited at a local centre. They are confident in their surroundings and this supports them in communicating effectively with others.

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The provision is good

Children have a voice. For example, they choose what they would like to play with or where they would like to sit at snack time. The childminder reminds children they have a choice and gives them options relating to all activities and routines.

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The provision is good

Children are kind to each other. They share toys and take turns, and use 'please' and 'thank you' when talking to each other and adults around them. Children are enthusiastic and engaged in activities. They choose books to look at and ask the childminder to read to them. They listen carefully and are fully engaged in the stories being read. Children develop a love of reading and stories when they are at the setting.

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need to do better?

n The childminder has developed a curriculum that focuses on the personal, social and emotional development of all children. She encourages children to develop a love of learning by teaching new skills and knowledge based around children's interests. This helps children to be engaged and interested in each activity the childminder provides. n Mathematics is embedded throughout all activities and the childminder skilfully encourages children to use and develop their mathematical skills. For example, children count the trains as they line them up and use positional language as they play together. n The childminder encourages communication and language development throughout everyday routines. She sings to the children at different times during their daily routine, such as handwashing and tidy-up time. When children ask to play with the bubbles, the childminder sings a song related to the activity. Children hear a clear and wide vocabulary and learn to speak a vast range of

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need to do better?

words. n The childminder provides children with additional experiences to those within the setting. For example, children go to toddler acrobatics classes to help develop their physical, listening and communication skills. This means children benefit from a range of activities and experiences to broaden their knowledge and development. n Children engage in activities and ask questions to extend their own learning. The

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need to do better?

6 February 2023 childminder interacts with them and keeps their interest using language and props. She uses open-ended questions. However, she does not always give children enough time to respond before telling them the answer. Therefore, children do not always have time to fully develop their thinking skills. n The childminder provides children and families with settling-in sessions prior to starting at the setting. This means that parents and children develop relationships and build trust with the childminder before children are left with her. With a gradual introduction to the setting, children settle well. They demonstrate that they are relaxed and comfortable with the childminder and turn to her for reassurance and comfort. n The childminder risk assesses the setting and outdoor area prior to use. She ensures that toys are not broken, areas are clear of trip hazards and the environment is clean. She ensures that she risk assesses outings and provides a

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need to do better?

safe environment for children. She updates and improves the environment on an ongoing basis. For example, door guards have been added to avoid children trapping their fingers. n The childminder reflects on her practice and attends regular training to keep her knowledge and skills up to date. For example, she has recently attended training around communication and language skills, as well as on autism. This has provided her with further knowledge to identify any concerns or signs a child may show in the future.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good knowledge of safeguarding young children. She is confident to discuss the signs of a range of types of abuse or neglect, such as emotional and physical abuse. The childminder has a good knowledge of wider safeguarding concerns, including the 'Prevent' duty and female genital mutilation. She attends regular training and keeps her knowledge up to date. The childminder is confident to contact the local authority's designated officer to refer any concerns about another professional or member of her household.

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should:

n give children more time to think and respond to questions to extend communication and thinking skills further.

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Setting details

Unique reference number EY356297 Local authority Central Bedfordshire Inspection number 10276257 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 10 Date of previous inspection 7 July 2017

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Information about this early years setting

The childminder registered in 2007 and lives in Biggleswade. She operates her provision all year round, from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. She holds an appropriate early years qualification at level 6. The childminder 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 joined the inspector on a learning walk and talked to the inspector about her curriculum and what she want children to learn. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector observed the interactions between the childminder and children. n Parents shared their views of the setting with the inspector.

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Inspection activities

6 February 2023 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

6 February 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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