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 demonstrate how safe and secure they feel in the childminder's setting through the physical comfort they seek throughout the day. The childminder creates a learning environment that sparks children's interest, and children are eager to explore. A sensory table attracts the children's attention and they move the beans around the tray using the diggers, developing their physical skills. The childminder supports children of all ages to play together, successfully scaffolding their play to provide challenge and encouraging them to persevere when things become tricky. She asks questions to older children to develop their thinking skills and extend their learning.

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The provision is good

Children are keen to access the wide range of toys available to them. At the play kitchen, younger children build on their imaginative skills by acting out familiar situations. As they feed the babies, the childminder narrates their play. She adds words, such as 'half' when children begin looking for the other part of a pear. This builds on the words they already know.

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The provision is good

Children's behaviour is exemplary and age appropriate. The childminder successfully supports the youngest children to share. She explains why they must wait, helping them gain a understanding of how to behave in her setting.

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need to do better?

n The childminder creates an exciting environment based on children's interests. All activities are relevant to children's next steps. Children have positive attitudes to their learning and when they see a creative activity available, they want to take part. The childminder uses her knowledge of child development to differentiate activities. This allows all children to complete them at the same time. Children show good perseverance and enjoy the challenges the childminder adds. For example, older children practise their scissor skills when cutting their tree decorations. n Children's communication and language development thrives in the childminder's setting. From a young age, children's language development exceeds expected levels. The childminder narrates play and exposes children to a wider vocabulary. Older children take part in conversations with ease. They understand how to take turns in talking and wait as the childminder responds. Children use spoken

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need to do better?

language to communicate their needs with ease. n Parents comment on the exceptional care their children receive from the childminder. They talk about her knowledge and experience. Parents of children with special educational needs and/or disabilities (SEND) discuss the positive impact the childminder has on their children's lives. Parents say they would highly recommend the childminder.

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need to do better?

24 November 2023 n Children with SEND are very well supported. The childminder recognises gaps in children's learning from a young age. She ensures communication with parents takes priority. The childminder uses her links with the local children's centre to support parents to work with professionals. This ensures that all children get the support and guidance they need to make progress in their learning. n Children have access to a wide range of experiences outside of the childminder's setting. Regular visits to the local zoo and parks develop children's knowledge of the world around them. The childminder recently reflected on her school-run transport. She recognised that through driving, she missed opportunities to talk to the children about what they see and what is going on around them. As a result, the children now get the bus home, providing even more learning opportunities. The childminder does not always reflect on these wider

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need to do better?

experiences to further promote children's learning when back home. Therefore, links between what they have seen and what they are playing with are not always explored further. n The childminder completes a wide range of training and has a positive attitude to improving her own learning and practice. She works closely with the local authority, ensuring that she is always aware of changes to policies and procedures. She is looking forward to developing her knowledge further about how to support children's oral health. The childminder is a part of a childminder network and attends a childminder playgroup. This supports her to reflect on her own practice and discuss good practice.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has secure knowledge of how to keep children safe and protect them from harm. The childminder understands issues in society that may have an impact on children and is confident to record and report any concerns she may have. The childminder knows the steps she must take if an allegation is made against herself or anyone in her home. The childminder is knowledgeable about her safeguarding policy and talks confidently about how she uses this to support her if needed. She regularly attends training to keep her safeguarding knowledge up to date.

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should:

n consistently use previous experiences children have to support future learning, making links between what they have seen previously and what they are learning next.

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Setting details

Unique reference number EY492893 Local authority Central Bedfordshire Inspection number 10300989 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 7 Date of previous inspection 9 January 2018

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Information about this early years setting

The childminder registered in 2015 and lives in Leighton Buzzard. She operates from 7am to 5.30pm, Tuesday to Friday, all year round, except for bank holidays and family holidays. The childminder holds qualified teacher status. She provides funded early education for 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 the evaluations of the provision. n The childminder and the inspector completed a learning walk together of all the areas of the setting and discussed the childminder's curriculum and what she wants children to learn. n The inspector observed the quality of education being provided and assessed the impact this was having on children's learning. n The inspector carried out a joint observation of a group activity with the childminder. n The inspector looked at reviews from the parents during the inspection and took account of their views. n The inspector looked at relevant documentation and reviewed evidence of the suitability of the childminder.

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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

24 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

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

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