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 Requires improvement

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The provision is good

Children have warm, secure relationships with the childminder. They separate well from their parents and enjoy their time in the childminder's welcoming home. The childminder shows children that she is positive in her approach to play and learning. Children mirror this and show enthusiasm as they play. They persevere when trying new tasks, celebrating their achievements with a 'high five' and lots of smiles. Children are excited about the activities and quickly become involved in them. For instance, they call out 'open and see' when the childminder shows them a box of cards. They examine the illustrations on these, excitedly describing fire trucks and other vehicles.

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The provision is good

Children work well together and gain skills that will support them when they start school. For example, they listen carefully and follow instructions, helping one another to find and group coloured cards. Children copy the childminder's good example and are kind, caring and considerate. They happily share toys and readily help with tasks such as tidying up. The childminder's practical explanations help children understand about keeping themselves safe and healthy. For instance, children explain why it could be dangerous to run in the house and why fruit is good for their bodies.

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need to do better?

n The childminder is committed to developing her practice further. Since her last inspection, she has completed additional training. The childminder now has a clearer focus on the support she offers children and takes full account of each child's needs during every activity. For instance, older children match pictures on cards and discuss the details of these. Younger children name the items illustrated and state what colour they are. n The childminder is clear about what children have been learning and what they need to learn next. She plans activities that capture their attention and help them to take the next steps in their development and make good progress. The childminder checks each child's progress and takes immediate action to ensure that no child falls behind in their learning. n The childminder speaks clearly to children and repeats words, checking that they have understood. She talks with children, listening to them and helping to

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need to do better?

develop their vocabulary. She helps children to join words to make sentences. For example, children looking at a book say, 'Bees collecting the honey.' Her sensitive interactions particularly support children who speak English as an additional language and they make good progress. n Children have plenty of time to play independently and to remember what they have been learning. For instance, children return to playing with puppets. They know how to make the puppets' mouths move, and state 'index finger' as they

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need to do better?

7 February 2023 put smaller puppets on their fingers. n Children learn to understand their community and to appreciate differences. For example, they talk about the work of firefighters as they dress up, look at associated books and watch a linked programme. n Children demonstrate a great enjoyment of books. They choose books to read independently and to share with the childminder. Older children frequently choose books and pretend to read to one another, remembering the words and storyline. n Parents speak highly of the childminder, stating that they find her very approachable and caring. They report that the childminder communicates well with them so that they always know what their children have been doing. The childminder offers parents ideas for simple activities to do at home to support children's learning further. n Children enjoy some outdoor opportunities, such as using the large play equipment at the nearby park. However, the childminder does not offer children

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need to do better?

a full variety of outdoor activities to help build on their development, particularly for children who prefer to play and learn outside. n Children have some opportunities to express their creativity. For example, they enjoy drawing on a simple magnetic drawing pad. However, the childminder does not consistently offer them resources and activities that support this area of learning as much as possible.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder regularly refreshes her training, helping her to maintain a good knowledge of safeguarding. She understands how to recognise signs of abuse or neglect and knows how to report these to the correct professionals. The childminder understands wider issues that can affect children and their families, such as exposure to extreme views or practices. She recognises the potential dangers associated with use of the internet and takes relevant steps to protect children.

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should:

n develop the use of outdoor areas to offer children who enjoy being outside further play and learning opportunities n extend the opportunities that support children in expressing their creativity.

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Setting details

Unique reference number EY480899 Local authority Central Bedfordshire Inspection number 10246768 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 7 Date of previous inspection 14 June 2022

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Information about this early years setting

The childminder registered in 2013 and lives in Dunstable. She operates all year round, from 6.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder has an appropriate childcare qualification at level 3. She provides funded early education for two-, three- and four-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 observed activities and assessed the impact these have on children's learning. The childminder and the inspector discussed the childminder's intentions for children's learning. n The childminder and inspector reviewed an activity together. n The inspector viewed relevant documentation, including the safeguarding procedures and proof of the suitability of household members. n The inspector talked with children during the inspection. She viewed written feedback from parents and took account of their views.

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Inspection activities

7 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

7 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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