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

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The provision is good

Children are happy and excited to see the childminder, who greets them warmly with smiles and affection. Parents speak highly of the childminder, and they are, especially, complimentary about the relationships she has built with the children. The children understand the routines of the day and eagerly anticipate special moments such as music and dance time. They access resources independently, exploring the environment to find favourite items, such as the play telephone, the character toys and the electric keyboard. The childminder offers a range of activities throughout the day, including time for rest and relaxation and for outdoor physical play. Children, therefore, experience a varied curriculum and enjoy being in the setting.

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The provision is good

The childminder has clear expectations for children's behaviour and supports this with consistent routines and boundaries. Children understand these routines, and they are polite and kind. Children are respectful to the childminder, and they have formed strong attachments with her. The childminder supports children's individual emotional needs and is quick to offer praise and encouragement for their achievements. This means that children quickly build confidence and self-esteem, and they thrive in the setting. Children's sleep times are calm and supportive. They benefit from the peaceful environment, falling to sleep quickly and enjoying quality rest. This means that they wake refreshed and ready to play and explore. Parents speak very highly of the attention and care the childminder provides for their children, commenting that they chose the setting due to the home-from-home environment that the childminder has created.

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need to do better?

n Children's settling-in procedures are very good, and these are a strength of the setting. The childminder engages parents in discussions about children's needs and interests before they start. This enables the childminder to support children effectively and help them feel emotionally secure. The childminder has built warm and reciprocal relationships with the children, and they feel safe in the setting. She demonstrates a genuine delight in working with children, and she is kind and caring and is enthusiastic about her role. n Partnerships with parents are positive and strong. The childminder shares information with them about children's progress and daily routines. Parents are grateful for the support and guidance that are offered and speak fondly of the childminder. Parents comment extremely positively about the care and education the childminder provides for their children. n The childminder's home is safe and secure, and there are robust security

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need to do better?

measures in place to keep children safe in the home. The environment is clean, well maintained and well organised, meaning very young children can

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need to do better?

17 July 2023 independently explore the resources on offer safely. n Children are learning how to lead a healthy lifestyle. The childminder encourages children to be physically active, and they enjoy visiting the local park to run, climb and practise balancing skills. The childminder has implemented good hygiene routines, such as regular handwashing, and children are learning independence skills in self-care. Nutritious snacks are provided, which the children anticipate eagerly and thoroughly enjoy. The childminder works closely with parents to support children's dietary requirements and to offer guidance on weaning. n Children have many opportunities to practise and improve their fine motor skills. They participate in threading activities and practise using pincers to develop muscle strength. The childminder supports children to chop their own fruit for snack and to use cutting tools safely. Children also benefit from opportunities to

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need to do better?

develop hand-eye coordination. For example, they participate in a fishing game and concentrate on catching items with the magnetic rod. n Children's communication skills are supported by the childminder. She understands the children's individual communication needs and works with parents to support early language development. While children play, she asks questions and makes comments, encouraging them to repeat the names of animals, sea-creatures, fruits and vegetables. However, sometimes, she talks too quickly and uses too many words, which means that children do not have enough time to think and respond to her questions. n The childminder uses observation and assessment to identify children's interests and to plan activities that support their learning needs. Children quickly become engaged in these activities. The childminder introduces simple mathematical concepts, and children learn number names and the language of size and shape.

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need to do better?

However, the opportunities to extend children's learning are less consistent and activities do not provide the children with enough challenge, meaning they quickly lose concentration and move away.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good knowledge of safeguarding and child protection procedures. She has received training in safeguarding and understands how to report concerns. The childminder confidently discusses the signs and symptoms of abuse and understands who to contact at the local authority if she wishes to escalate concerns. The childminder understands her responsibilities to report concerns of wider safeguarding issues, such as if a child is exposed to extremist views or at risk from county lines. She has undertaken first-aid training and ensures the safety of children on the premises and when out in the community by carrying out regular risk assessments.

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should:

n focus more consistently on providing teaching opportunities to extend and challenge children's learning within their play n give children sufficient time to think and respond, so they can develop vocabulary and back-and-forth language skills when responding to questions.

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Setting details

Unique reference number EY487972 Local authority Central Bedfordshire Inspection number 10288999 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 11 Date of previous inspection 8 November 2017

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Information about this early years setting

The childminder registered in 2015 and lives in Biggleswade. She operates all year round, from 7.15am to 5.30pm, Monday to Friday, 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 began. The inspector discussed the impact of the pandemic with the childminder and has taken that into account in their evaluation of the childminder. n The childminder and the inspector carried out a learning walk of the setting. They discussed how the childminder keeps children safe and the intent of the curriculum. n The inspector spoke to parents to gather their views of the setting. n The inspector observed the childminder's interactions and engagement with children. n The inspector observed the quality of education being provided and assessed the impact this has on children's learning. n The inspector spoke to the childminder about how the setting is organised, and she reviewed relevant documentation.

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Inspection activities

17 July 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

17 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.

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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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