Hayward Kim

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 caring childminder. They are keen to join the activities the childminder provides for them and are happy for the childminder to join in with them. For example, the childminder shows children how to thread cereal hoops onto sticks of dried spaghetti. Children watch before having a go for themselves. They are proud when they manage to thread the hoops, This helps to build confidence and strengthen muscles in the hands in preparation for early writing skills.

p.2

The provision is good

From a young age, children practise skills that contribute to their growing independence. For example, the childminder supports them to chop soft fruit for their snack. Children persevere to cut, working out which surface of the knife is used to chop. The childminder reminds children to protect their fingers, helping children assess how to manage age-appropriate risks for themselves.

p.2

The provision is good

Children are kind to others. They respond very well to the caring childminder, giving her hugs and cuddles. Children follow the simple rules the childminder has put in place. These are clearly communicated in a way in which individual children understand, helping to reduce children's anxieties.

p.2

need to do better?

n The childminder works closely with staff from other settings that children also attend. For example, the childminder ensures a message book is passed between herself, parents and nursery key persons to help ensure important information and updates are well-communicated to all parties. This helps to ensure continuity for care and learning. n Children who have special educational needs and/or disabilities (SEND) are effectively supported by the childminder. For example, she follows the individual learning plans arranged by external professionals. This enables children practise and master small challenges and tasks to help support learning. The childminder talks to children about what they are doing, incorporating simple signs to help promote communication skills. n Children learn in memorable ways. The childminder takes advantage of a variety of locations and organised groups in the area. This helps to extend children's

p.2

need to do better?

experiences and build on what they already know and understand. For example, children visit the local zoo to discover interesting facts about different animals. Children climb and explore in country parks and socialise with other children when they attend organised group sessions. The childminder incorporates all areas of children's learning, contributing to their good progress. n The childminder maintains good levels of continuous professional development. She listens to and shares ideas with other local childminders and joins training

p.2

need to do better?

30 January 2024 courses that are relevant to her provision. This helps the childminder make continual improvements to the care and education she provides. n The childminder effectively plans for the children she cares for. She follows children's interests, ensuring there are resources available that they like. The number of children in the house at any time is well-considered, helping the childminder focus on individual needs for each child. n Children enjoy sharing books and stories with the childminder. For example, they learn to carefully turn the pages and study the illustrations, pointing out the animals they recognise. The childminder introduces new words, helping children build on their growing vocabularies. n When children first start at the childminders, parents share information about their children's daily routines, their likes and interests and aspects around medical needs, such as allergies. However, the childminder does not gather

p.2

need to do better?

sufficient information about what children can already do and understand. Consequently, the childminder does not identify children's individual precise learning needs to help support their progress right from the start.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

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

p.3

should:

n gather even more information from parents about children already know and understand when they first start at the setting to help effectively plan focused teaching and learning experiences right from the start.

p.3

Setting details

Unique reference number 105010 Local authority Luton Inspection number 10307944 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 4 Date of previous inspection 23 March 2018

p.4

Information about this early years setting

The childminder registered in 2001 and lives in Luton. She operates all year round, from 7.30am until 6pm on Monday to Friday, except for bank holidays and family holidays. The childminder supports children with special educational needs and/or disabilities. She is able to provide funded early education for two-, three- and four- year old children.

p.4

Inspection activities

n This was the first routine inspection the childminder received following 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. She talked about how this supports children's learning. n The inspector watched an activity the childminder had planned. Together they discussed the teaching and learning seen. n The inspector observed activities and meal times in the home. She spoke to the childminder and children at suitable times throughout the inspection. n The inspector read letters sent in by parents and took their views into consideration.

p.4

Inspection activities

30 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

30 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.

p.5

Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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