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 Not applicable

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The provision is good

The childminder provides a warm and caring atmosphere. She knows the children well and new children feel safe and secure in her care. They demonstrate positive relationships with the childminder by settling in quickly. For example, new children who are initially shy, develop confidence throughout the morning to tell the inspector what they are playing. The childminder's play-based approach benefits children's communication and social skills. Children learn to take turns and wait patiently as they pass toys to each other. The childminder inspires children to have a go at different activities, developing their positive attitude to learning.

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The provision is good

Children talk about the world around them and the childminder gives them information to build on what they already know. For example, outside they talk about birds, such as owls. The childminder explains that female owls say 'twit' and males say 'twoo'. Later, she supports children to recall their trips and extend what they learn. For instance, as they use circles to make suns, the childminder encourages children to remember the other types of weather they experienced when outside. She sings to them to help them hear a range of words and different rhythms of speech. Children count and recognise numerals during their play, helping to develop their mathematical knowledge. When talking about the meaning of 'fast' and 'slow', the childminder changes the speed of movements and speech to help reinforce children's understanding of these different concepts.

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need to do better?

n The childminder implements a child-led curriculum well. She effectively assesses children's learning on a termly basis. The childminder knows the children's interests and tailors activities towards their specific level of development. This means children are interested in what they are playing and build on what they already know and can do. n The childminder values her continuous professional development. She actively seeks out training opportunities that help her support the children she cares for. She has completed training on musicality and added instruments to her collection, recognising the advantages to children's overall development. The childminder reflects on her practice and makes changes, including subtle ones, that help to challenge children's learning. n Visits are a prominent feature of the childminder's setting. They regularly visit the zoo, farm, the local park and participate in dance lessons. The childminder

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need to do better?

clearly understands how these outings support the skills she is helping children to learn. n The childminder helps children to gain an understanding of how to keep themselves safe. As they look to cross the road, children say they can hear cars coming and the childminder patiently waits while they assess if it is safe to

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need to do better?

23 March 2023 cross. At home, they go up and down the stairs safely by holding hands with the childminder. n Children make good progress in their physical development. They access the outdoors daily. They develop their spatial awareness and whole-body coordination as they play on the swings, climb the ladders and go down the slides. Indoors, children use craft materials. They manipulate stickers and glue sticks and draw pictures, strengthening their finger muscles. n Children learn about shapes and colours as they create pictures. The childminder checks their understanding by asking questions about what they know. At times, the childminder questions children frequently without them being able to give an answer they have thought of themselves. n The childminder has resources available for children to choose from. However, at times, the environment can be disorganised. This means that children do not always become deeply engaged in meaningful learning and they cannot fully

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need to do better?

explore with purpose. n Relationships between parents and the childminder are very strong. Parents are very complimentary about the childminder, reporting that she feels like 'part of their family'. They constantly share details about children's care and learning, working together to benefit the children, including when completing the progress check for children aged between two and three years.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder ensures children's safety. She plans outings thoughtfully, with safety in mind. The childminder has a strong knowledge of the signs and symptoms of abuse and neglect. She knows the correct procedures to follow should she have a concern about a child in her care. The childminder also knows what action to take should an allegation be made about herself or a household member. Furthermore, the childminder understands her responsibility to notify Ofsted about any changes that affect her childcare services.

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should:

n help children to think more for themselves, for example by giving them more time to respond to questions n review the environment so that it supports children's natural curiosity to explore and their ability to become deeply engaged in their learning.

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Setting details

Unique reference number 2663242 Local authority Central Bedfordshire Inspection number 10283796 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 5 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2021 and lives in Toddington. She operates from 8.30am until 5.30pm on Monday to Friday, all year round, except for bank holidays and family holidays.

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Inspection activities

n This was the first routine inspection the childminder received since the COVID- 19 pandemic. 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 talked to the inspector about their curriculum and what they want the children to learn. n The inspector observed the quality of education being provided, and assessed the impact that this was having on children's learning. n The childminder and the inspector carried out a joint observation of a spontaneous activity. n The inspector joined the childminder and children on an outing to a local park. n The inspector looked at relevant documentation and reviewed evidence of the suitability of household members. n The inspector spoke to parents during the inspection and took account of their views. n Children talked with the inspector during the inspection.

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Inspection activities

23 March 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

23 March 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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