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 Good

p.1

The provision is good

The childminder aims to provide an environment that promotes school readiness, where children are happy and making progress in their learning, and they have increasing confidence. Her success in supporting this leads to happy and settled children. Children are engaged in their learning. The childminder uses children's play to extend their learning. She is skilled at finding ways to involve children in activities, for example, supporting children who are reluctant to get messy. She knows children well, and she has built respectful and trusting relationships with them, so she is able to support them when they need it.

p.2

The provision is good

The childminder models good manners and provides lots of praise. As a result, children demonstrate good behaviour. They are learning to be thoughtful and respectful when speaking and listening to each other and sharing equipment. The childminder provides activities that are tailored to children's interests. Children are excited when they see a new activity being set up and are keen to have a go. They enjoy playing in the seaside-themed messy play with sand, spray soap and gloop. Children touch the sensory materials and move toy sea animals in them. They build sandcastles with support from the childminder. Children mix sand and soap in a bucket and stand in the mixture to feel it underneath their feet.

p.2

need to do better?

n The childminder chooses to use trackers to inform her knowledge of children's progress and to ensure that she provides a suitable and effective curriculum. She has a good understanding of children's current knowledge and skills, which enables her to plan appropriate next steps in learning for each child. This means that all children make good progress across all areas of learning. n The childminder builds on children's language and communication skills. She plans activities that focus on increasing children's vocabulary. However, there are occasions when the childminder does not use opportunities to extend children's vocabulary. n Mathematics is promoted well through the setting. The resources and the childminder's interactions throughout the day often promote the use of mathematics skills and language. The childminder uses size and positional language in her conversations with children, which helps them to understand

p.2

need to do better?

mathematical concepts. n The childminder supports children's independence by creating opportunities for them to help themselves. They choose activities, find things for themselves and wash their own hands. However, the childminder does not consistently use opportunities during daily routines to develop children's independence and problem-solving skills even further. n The childminder prioritises supporting children's personal, social and emotional

p.2

need to do better?

12 July 2023 development. She celebrates kindness, sharing and good manners by offering praise. This helps children to feel proud of themselves and encourages children to continue to use these skills. She supports children well to manage their feelings and resolve disputes. They learn to show care and concern for others. Children enjoy the childminder's company, and they have fun with her. n Parents are happy with the care the childminder provides for their children. Parents say that their children have 'grown in confidence' in the childminder's care and describe the setting as a 'home from home'. Parents feel informed about their child's care. They receive messages and photos as well as a detailed handover. These strong parent partnerships support consistency of care for children. n The childminder takes advice from her local authority on which training will increase her knowledge and skills. She recently attended safeguarding training.

p.2

need to do better?

This helps to keep her knowledge of local and national safeguarding issues up to date.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good understanding of how to keep children safe. She regularly attends safeguarding training to remain updated about her role and relevant legislation. The childminder recognises the signs that may mean a child is at risk of harm. She knows where to refer any concerns she may have about a child in her care. The childminder is aware of who to contact and what to do in the event an allegation is made against herself or a member of her household.

p.3

should:

n provide more opportunities for children to hear, and learn to use, more words n strengthen opportunities for children to complete tasks they can do for themselves, supporting their independence even further.

p.3

Setting details

Unique reference number EY491113 Local authority Central Bedfordshire Inspection number 10295550 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

p.4

inspection

Total number of places 4 Number of children on roll 0 Date of previous inspection 1 December 2017

p.4

Information about this early years setting

The childminder registered in 2015 and lives in Stotfold, Hertfordshire. She operates during term time from 9am to 5pm, Tuesday and Wednesday, except for bank holidays.

p.4

Inspection activities

n This was the first routine inspection the provider 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 and the inspector completed a learning walk together to discuss the childminder's intentions for children's learning. n The inspector spoke to children to find out about their time at the setting. n The childminder and the inspector discussed how the curriculum has been implemented and the impact that this has had on children's learning.

p.4

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.4

Inspection activities

12 July 2023 12 July 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.4

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