Perry, Jayne

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 enjoy their time with the childminder. The childminder ensures that they have first-hand experience of visiting farms and zoos to help them find out about a wide range of animals. The memorable outings help to consolidate what children already know and understand. Through their adventures, the childminder focuses her teaching around children's communication and language skills, helping them to become articulate and confident when they speak and listen in small groups. Children quickly foster a love for books and songs through the positive role modelling provided by the childminder. This helps to build the foundations for early literacy.

p.2

The provision is good

Children learn to share and take turns. They talk about the friends they meet in organised groups that they attend with the childminder. Through their interactions with others, children begin to learn important skills to help them become social and confident individuals. The childminder supports children to begin to regulate their emotions and behaviour. This contributes to the good behaviour and positive attitudes children display. For example, she encourages children to take turns when they choose stickers they would like to put on Christmas decorations. Children respond well and do not protest when another child chooses a sticker they also want. The childminder encourages them to find another sticker with a similar design.

p.2

need to do better?

n The childminder has a clear curriculum that focuses on children's developing communication and language skills. She has a good understanding of children's emerging vocabularies and helps them in all their learning. Children enjoy stories and songs the childminder introduces them to. They join in the actions to songs and rhymes and wait in anticipation for their favourite phrase or verse. This contributes to children's communication and language. n The childminder seeks the advice and support from other professionals to help her ensure that children with special educational needs and/or disabilities are taught and supported effectively. She works closely with parents and staff in other settings that children also attend, contributing to the consistent care and education children receive. This helps ensure that any gaps in learning are addressed and the most appropriate resources and practice are shared between

p.2

need to do better?

all settings and home. n The childminder maintains good communication and relationships with parents. When children first start in her care, she finds out what they like, their interests and about the routines they follow at home. This helps the childminder plan how she can support children to quickly feel settled and secure in her care. As a result, children are ready to learn and embrace the experiences the childminder

p.2

need to do better?

21 November 2023 offers them. n Children find toys and equipment that interest them. Young children begin to use their imagination during role play and self-chosen activities. For example, they decide it is a toy duck's birthday. They sing to the duck, smiling when the childminder joins in the celebration song with them. Other children imitate feeding dolls. They take their time to repeat familiar care routines. This helps them make sense of the world around them. n Children begin to learn how to keep themselves healthy. They begin to recognise when they need to rest and when they need water to help them hydrate. The childminder provides nutritious meals and snacks for children. She ensures that any allergies or dietary preferences are managed effectively. Children sit together, helping to promote even more opportunities for communication with their peers. n The childminder plans activities and joins in with children's self-chosen play.

p.2

need to do better?

Children respond well to her comments and guidance. However, through her enthusiasm to help children succeed, there are occasions when the childminder does not give children enough time to solve problems, predict outcomes or find different ways of doing things for themselves. In turn, children do not always develop their own thinking skills to help promote their independent learning and creativity.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good understanding of her roles and responsibilities to help keep children safe. She regularly updates her knowledge through training courses and by talking with other local professionals. The childminder follows the robust procedures she has in place to help identify, record and report any concerns she might have about children's well-being. This helps to protect children. The childminder remains alert to potential risks and hazards when she is out with children. She teaches children age-appropriate actions, such as where to safely cross the road, contributing to children's growing awareness of how they can begin to keep themselves safe.

p.3

should:

n give children even more time to solve problems, predict outcomes and find different ways of doing things for themselves and with their friends.

p.3

Setting details

Unique reference number EY420941 Local authority Central Bedfordshire Inspection number 10301009 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 6 Number of children on roll 7 Date of previous inspection 15 January 2018

p.4

Information about this early years setting

The childminder registered in 2011 and lives in Leighton Buzzard. She operates term-time only, from 7.30am to 5.30pm, Monday to Thursday. The childminder provides funded early education for two-, three- and four-year-old children.

p.4

Inspection activities

n This was the 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 her evaluation of the provision. n The childminder described her curriculum to the inspector. They talked about the quality of education and the impact on children's learning. n The inspector observed activities in the childminder's home. She spoke to the childminder and the children at appropriate times throughout the inspection. n The inspector and the childminder carried out a joint observation. n The inspector looked at a selection of documents, including evidence of the childminder's continued professional development. n Parents' letters and feedback was read by the inspector. She took account of their views.

p.4

Inspection activities

21 November 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.

p.4

Inspection activities

21 November 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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