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

p.1

The provision is good

Children flourish in this nurturing home-from-home environment. The childminder and her assistant prioritise children's well-being and get to know their developmental needs well from the start. Children form strong attachments and happily seek reassurance when needed. They are confident to speak to visitors, demonstrating they feel safe and secure. Children excitedly explore the well- resourced setting and move freely between the inside and outside play areas.

p.2

The provision is good

The childminder and her assistant have high expectations for every child. They work closely together to plan an ambitious curriculum that enables children to make good progress across the seven areas of learning. They know where children are in their development, and plan exciting activities to help them achieve their next steps in learning. All children make good progress.

p.2

The provision is good

The childminder and her assistant recognise the importance of supporting children's communication and language skills. They enthusiastically share stories and songs with children to help extend their vocabulary. Children listen intently to stories about being on the farm. The childminder encourages them to recall their recent trip where they saw different farm animals. She asks open-ended questions to support children's critical thinking skills and praises them, as they attempt to name the different animals in the pictures.

p.2

need to do better?

n The childminder and her assistant work effectively as a team. They plan time to reflect on their practice at the end of the week, and discuss the children's growing interests and development. They both know the children very well and are clear on how to support each child's learning needs. For example, they recognise when children need more emotional support, and quickly adapt their practice to ensure that children's needs are fully met. When the childminder identifies delays, she swiftly put strategies into place at the earliest opportunity to help children make the best possible progress. n Children have daily opportunities to be outside in the fresh air. The childminder provides activities in the garden for them to practise their motor skills and develop their vocabulary. Children pretend to buy real fruit in the role-play shop. The assistant joins their play, modelling language and encouraging social

p.2

need to do better?

interactions. Children use different utensils to cut the fruit and scoop jelly and yoghurt. The assistant encourages children to think about how the jelly looks, smells and moves, describing it as 'wibbly' and 'wobbly'. Children then use the newly learned words later in their independent play. n The childminder skilfully weaves mathematical language into her daily teaching. Children help to count the animals in the story, and use resources in the

p.2

need to do better?

1 June 2023 environment to support their number recognition. Children delight as they link the number '2' on the wall to the number of animals in the book. Learning is meaningful and fun. n The childminder and her assistant use everyday routines to promote children's independence. Children know where to place their belongings when they arrive and young children practise using open cups and cutlery at lunchtime. Older children practise how to put on their own coats and shoes and use the toilet independently. This prepares them well for the next steps in their learning journey. n School transitions are well supported. The childminder completes transition documents and shares information with school staff about children's learning and development. She invites teachers to meet children in an environment they are comfortable in. The assistant plans opportunities for pre-school children to attend the school run. This eases their transition to school and supports their

p.2

need to do better?

continuity of care. n The childminder and her assistant continually reflect on and evaluate their practice. They are dedicated to developing their practice and knowledge through online webinars and further reading. However, these training opportunities do not always focus precisely enough on areas that will have the biggest impact on teaching and learning. n The childminder and her assistant build close bonds with parents. Parents praise the regular updates the childminder provides about their children's education. They comment that the childminder and her assistant 'are incredibly supportive', and 'provide an environment where their children feel safe and happy'.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder and her assistant understand their responsibility to safeguard and protect children from harm. The childminder knows the procedures to follow should an allegation be made against herself or a household member. She checks the ongoing suitability of people working directly with children. The childminder and her assistant have a good understanding of the signs and symptoms of abuse and know who to contact should they be concerned about a child's welfare. While children are sleeping, the childminder and her assistant carry out regular checks to ensure that they are safe. The childminder helps children learn how to keep themselves safe when out and about.

p.3

should:

n build on professional development plans for all staff, to raise the quality of practice and teaching even further.

p.3

Setting details

Unique reference number EY471341 Local authority Hertfordshire Inspection number 10285753 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 12 Number of children on roll 7 Date of previous inspection 17 October 2017

p.4

Information about this early years setting

The childminder registered in 2013 and lives in Watford. She operates her provision all year round, from 7.30am to 6pm, Monday to Thursday, except for bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children. She works with an assistant.

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 her and has taken that into account in their evaluation of the provision. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. n The inspector observed the quality of education being provided and assessed the impact this was having on children's learning. n The inspector held discussions with the childminder and her assistant regularly during the inspection. n The inspector and childminder completed a joint observation of an activity to assess the quality of teaching. n The inspector spoke with the childminder about the leadership and management of the setting. n The inspector took account of the views of parents. n The childminder provided the inspector with a sample of key documentation on

p.5

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.

p.5

Inspection activities

1 June 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

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

p.6