Childminder in Bedford

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 very settled and show they feel secure and comfortable with the childminder. They form close relationships with her and respond to her calm, positive attitude. They participate confidently and enthusiastically in new experiences, listening carefully to instructions and following them, for example when they learn a new game. The childminder is sensitive to the potential effects of the COVID lockdowns, noting that children had less opportunity to socialise. She offers children additional support in interacting with others.

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The provision is good

Children show a growing awareness of feelings. For example, they look at a book and identify that some characters are crying because they are sad and are then smiling to show they are happy. Children mirror the childminder's good example and are kind and caring. For example, older children often pass favourite toys to younger children and are careful when playing near them. Children are becoming independent and are learning about safety. For example, they learn to use safety knives efficiently to cut their fruit for snack time. Ongoing discussions help children understand the importance of healthy practices. For instance, they refer to posters and talk about foods that are good for them, discussing the importance of a balanced diet and good oral hygiene.

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need to do better?

n The childminder shows her genuine enjoyment of her work with children. She is enthusiastic, continuously reviewing her practice and implementing improvements. The childminder completes training and exchanges information with other professionals, helping her to develop her practice and keep up to date with any changes. n Children make good progress and are well prepared for moving on to nursery or school. The childminder knows each child well and is clear about what they need to learn next. She keeps a clear focus on the intention of activities, ensuring that these help children to take the next developmental step. The childminder carefully monitors children's progress, checking that no child falls behind in their learning. n The childminder speaks clearly to children and supports them well in developing their language and communication skills. Young children use simple sign language to aid their early communication. They smile as they make the signs

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need to do better?

for 'food' and 'thank you'. Older children have many opportunities to practise their developing language. For instance, they eagerly detail their weekend activities. n The childminder's thoughtful planning means that children have opportunities to practise and build on what they have been learning. For example, children enjoy playing with a toy farm, eagerly naming the animals. This evolves into

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need to do better?

9 October 2023 discussions about harvest time, and children explore a range of fruit and vegetables, linking these to the farm. n Children of all ages access books and show their enjoyment of them. Babies and younger children snuggle up on the childminder's lap, carefully turning the pages as they look at a book with her. Older children become completely engrossed in stories, requesting their favourite books and also enjoying new ones. n Parents praise the childminder, stating they can see how much she enjoys her work and 'loves seeing children flourish'. They report that the childminder communicates well with them, detailing the children's daily activities. This aids parents in understanding what their children have been learning and building on it at home. n Children have many ongoing opportunities that support them in feeling part of their community and in appreciating differences. They regularly use nearby

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need to do better?

facilities, such as the library and a local farm. Children also celebrate festivals that enable them to share their culture and traditions with their friends. n Children enjoy their play and interaction with the childminder, and she does encourage them to experiment and solve some problems as they arise during play. For example, children work out how a toy windmill turns when there is a breeze. The childminder encourages them to run around the garden to 'create a breeze' and make it spin faster. However, on occasion, the childminder solves problems for children rather than encouraging them to do this for themselves and fully extend their ability to think critically.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder fully understands her responsibility to promote children's welfare. She has a good knowledge of safeguarding, keeping this up to date by regularly refreshing her training. The childminder knows how to identify possible safeguarding concerns in a child's life and report these to the correct authority without delay. Additionally, she understands how wider issues, such as radicalisation, can affect children and their families. The childminder is aware of the possible dangers associated with the use of the internet and takes appropriate action to protect children.

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should:

n extend the opportunities that support children in exploring further and developing their skills in solving problems and thinking critically.

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Setting details

Unique reference number EY494454 Local authority Bedford Inspection number 10301030 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 19 January 2018

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Information about this early years setting

The childminder registered in 2015 and lives in Bedford. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder has an appropriate qualification at level 3. She is registered to provide funded early education for two-, three- and four-year-old children.

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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's setting. n The childminder showed the inspector the premises and discussed how they ensure these are safe and suitable. n The inspector observed activities indoors and outside and assessed the impact these have on children's learning. She talked with the childminder about how the early years provision is organised. n The childminder and inspector discussed and reviewed activities. n The inspector viewed relevant documentation, including the safeguarding procedures and proof of the suitability of household members. n The inspector talked with children at appropriate times throughout the inspection. She also reviewed written feedback from parents and considered their views.

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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.

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Inspection activities

9 October 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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