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

The childminder helps children to instil a positive attitude to learning. She injects enthusiasm into experiences and praises children for trying. This encourages children to continue to persevere at a task. The childminder sets clear expectations through routines. Children behave well and understand what they need to do at transition times. For example, young children say, 'bye bye' and wave to the toys as they are tidying away.

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The provision is good

The childminder supports children's communication skills exceptionally well. She speaks to children at their level, making clear eye contact. She uses different strategies to help children become immersed in language. When the childminder sings songs, she signs key words. She asks children questions and waits patiently for them to answer. As she signs the gestures for feelings and makes the associated facial expressions, children wait their turn in anticipation to answer, and shake with excitement as they say they are feeling 'happy'. The childminder encourages the older children to consider how babies are feeling and label these feelings. This helps build empathy from a very early age. The childminder introduces children to new words and helps them understand what they mean. For instance, when tapping a spoon, she says the word 'tap'. When children refer to animals by their noise, she repeats this and names the animal as well. The

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The provision is good

childminder builds on children's understanding further by singing animal songs.

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need to do better?

n The childminder has a good understanding of child development and how children learn. Her philosophy that children learn through play is securely established in her practice. She has a logical approach to her curriculum, which helps children to progress through the next stages of their learning. All activities have a focus that benefits children's development. Furthermore, she embeds children's knowledge and skills by giving them many opportunities to repeat and practise them through a range of experiences. n Children are settled and happy to attend the childminder's home. The childminder knows the children well and recognises when they need support. She cuddles babies, responding to any crying swiftly. She is tuned into young children's speech, which helps to meet their needs effectively. n The childminder supports children who speak English as an additional language effectively. She works with parents to understand the key words that children

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need to do better?

speak. The childminder also uses these words and then states the associated English word. This helps children develop their understanding in both languages. n There is good communication between the childminder and parents. They receive daily information about their child and regular updates about their child's learning, such as the progress check between the ages of two and three years.

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need to do better?

23 January 2024 Parents appreciate the opportunities provided to their children and write that their children sometimes do not want to come home when they are collected. n The childminder takes children on visits in the local area to provide children with a range of experiences. She is clear about what she wants children to learn during each outing. Children experience different social situations, such as being around larger groups of children at playgroups. They visit the woods to help build on their understanding of the natural world. n The childminder helps children to begin to gain an understanding of mathematical ideas. Children scoop and pour rice into pots. The childminder uses language including 'empty, gone' and 'more'. Children use and repeat these correctly, demonstrating their knowledge. Together they count scoops of rice accurately. This helps children begin to understand the concept of quantities.

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need to do better?

n The childminder provides activities that children enjoy. They read books together, complete puzzles and dance to songs. The childminder's interactions are good and help children learn about all areas of the curriculum. However, she does not always fully support children to sustain their concentration and become deeply engaged in their learning. n The childminder connects with other childminders to support her knowledge and skills. She also completes a range of training to help support her practice. However, these opportunities are not always specifically aimed at the children she has attending her care.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n help children further extend their concentration skills, so they become deeply engaged in their learning n refine professional development opportunities further, so they specifically target the children attending.

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Setting details

Unique reference number EY396536 Local authority Central Bedfordshire Inspection number 10301069 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 0 Date of previous inspection 31 January 2018

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Information about this early years setting

The childminder registered in 2009 and lives in Dunstable. She operates all year round from 7am to 5pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate childcare qualification at level 3.

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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 provision. n The childminder told the inspector about their curriculum and what they want the children to learn. n The inspector observed the quality of education being provided, and assessed the impact that this was having on children's learning. n The childminder and the inspector carried out a joint observation of a planned activity. n The inspector read several written testimonials from parents during the inspection and took account of their views. n The inspector looked at relevant documentation, including information relating to the suitability of household members. n Children talked with the inspector during the inspection.

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Inspection activities

23 January 2024 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

23 January 2024 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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