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 Outstanding

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The provision is good

Children settle quickly at the setting, as the childminder provides flexible settling-in sessions. Parents and children visit the setting prior to starting, and therefore relationships and attachments begin to form before children start. Children look to the childminder for comfort and reassurance. When children hurt themselves, the childminder listens and comforts them. Therefore, children settle quickly and feel safe in their environment.

p.2

The provision is good

Children have a high level of respect for each other. They share toys and take turns extremely well. If a toy is out of reach, children will kindly pass it to each other. They say 'please' and 'thank you' when talking to others and wait and listen when others are talking. Children learn the difference between right and wrong and follow instructions and boundaries very well. They know the routines of the setting, and they are happy and confident to play and learn.

p.2

The provision is good

Children are independent. The childminder encourages them to do things for themselves, such as finding their own belongings. When children ask for help, the childminder provides support, but she does not do it for them. Therefore, children learn to be independent and solve problems themselves.

p.2

need to do better?

n The childminder has implemented a curriculum that has a strong focus on children's confidence, independence and behaviour. She has robust routines and boundaries, and children therefore know and understand what is expected of them. For example, when children ask for snack, they know they must tidy up first. They work together and happily clear away the resources. n The childminder provides children with prompts to encourage a range of learning across the early years foundation stage. For example, there are small pebbles placed on the table. Each pebble has a face drawn on showing a different emotion. When playing, children look at the pebbles and talk about times they felt excited, sad or happy. n Children enjoy singing together in group activities. They join in with words and actions and ask for their favourite songs. This supports children's communication and language development, as well as providing them with an exciting and fun

p.2

need to do better?

activity. n Children learn about healthy eating through conversations about food. The childminder provides healthy snacks. She also teaches children about oral health. Children talk about their recent visits to the dentist and use the giant teeth and brushes to show visitors how they clean their teeth. Children learn the importance of oral health, and the childminder supports families to find a local dentist for all children.

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need to do better?

8 February 2023 n The childminder provides opportunities for the children to access the local community, where they visit parks to develop their large-muscle skills. There is a range of activities for the children to choose from in the childminder's garden. However, the activities outdoors do not offer the same level of learning opportunities as those indoors, to support children who learn best outdoors. n The childminder understands the importance of working closely with parents and sharing children's development. She asks parents to contribute observations and achievements of their children. Therefore, the childminder gathers more information and forms a bigger picture of the child overall. This helps her to plan children's next steps in learning. n The childminder has a strong working partnership with the local nursery. She works closely with other settings to support the needs of each child. The childminder ensures she has good communication and shares relevant

p.2

need to do better?

information regarding each child's learning and development. This means children have continuous care and support from both settings. n Parents receive information regarding their children's development, learning and care through a range of communication methods. The childminder provides face- to-face feedback for all parents at collection, as well as photos and observations sent via a messaging app. This means that parents receive up-to-date information, which aids partnership working and supports home learning for families. The childminder also provides written assessments of each child, which are shared with parents and other professionals when needed.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good knowledge of safeguarding young children. She is confident to identify signs of neglect and abuse that may mean children are at risk of harm. The childminder also has a good knowledge of wider safeguarding concerns, such as 'Prevent' duty. She attends regular training to keep her knowledge up to date. The childminder has clear written procedures displayed at the setting and is confident to make a referral to the local authority should she need to, for both children and other professionals.

p.3

should:

n enhance the provision for outdoor play so that children who learn best outside are provided with stimulating and exciting learning opportunities.

p.3

Setting details

Unique reference number 219727 Local authority Central Bedfordshire Inspection number 10276378 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 13 Date of previous inspection 13 July 2017

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Information about this early years setting

The childminder registered in 1995 and lives in Everton, Bedfordshire. The childminder operates all year round, from 7am to 6pm, Tuesday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children.

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 provider and has taken that into account in their evaluation of the provider. n The childminder joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want their 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

8 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

8 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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