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 appear happy and settled in the homely environment. They develop trusting relationships with the warm and nurturing childminder. She shows care and affection towards the children, and they are comforted by her cuddles. This helps them to feel safe and secure. Children confidently explore the environment and enjoy playing with resources that interest them. Young children enjoy imaginative play. For example, they play with the doctors play equipment, pretending to listen to their heartbeats with the stethoscope. They use a toothbrush to clean a set of model teeth and confidently talk about brushing their teeth at home, helping to develop their understanding of good oral hygiene routines.

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The provision is good

The childminder teaches children how to share and be kind. Young children play well together and spontaneously show affection towards one another. Children develop independence from a young age. For example, they persevere to take off their shoes and put on their boots to go into the garden. The childminder praises their efforts, helping to support their confidence and self-esteem. Children are excited to play outside. They climb the ladder of the slide, push themselves along in the cars and peddle around on the trikes, helping to build and strengthen their large muscles. They thoroughly enjoy using paint brushes to mark make with water, helping to develop their small hand muscles in preparation for early writing.

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need to do better?

n The childminder is passionate about what she does. She engages with training opportunities to continually strengthen her knowledge and skills. For example, she has recently completed training to further support children's language development. The childminder evaluates the service she provides. She considers the views of parents through questionnaires and implements changes to improve the outcomes for children. n The childminder provides children with a broad curriculum to help them make progress in all areas of learning. She has a clear idea about what she wants children to know and do to be ready for the next stage of their education, such as starting school. She takes children on regular outings locally, such as visits to parks, toddler groups and the supermarket. This helps to develop children's confidence and social skills in larger groups. The childminder places a high priority on outdoor learning experiences and children regularly benefit from

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need to do better?

nature walks where they learn about the natural environment. n Children's learning is supported through a range of planned activities and children's self-chosen play. The childminder knows children well and uses assessment to identify what children know and can do. However, she does not always use this information to plan activities that sharply focus on what each child needs to know or do next in their sequence of development. As a result,

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need to do better?

1 February 2024 children do not consistently experience activities that help them make the most progress. n The childminder consistently talks to children as they play, using clear, simple language. She sensitively repeats back any words children mispronounce, so they hear the correct pronunciation. The childminder sings rhymes to make routine activities fun, such as hand washing. She takes opportunities to introduce new words, such as 'spanner 'and 'screwdriver' as young children use the play tools to 'mend' the cars and trikes. This helps to extend children's communication and language development. n Children are familiar with the daily routines. For example, they help to tidy away the toys and know they must wash their hands before eating. The childminder provides a range of healthy meals and snacks. She encourages and supports young children to taste new foods and praises them when they try. n The childminder skilfully introduces early mathematical concepts through her

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need to do better?

everyday interactions with children. For example, during snack, she counts out the pieces of fruit, talks about shapes and discusses the colours of the bowls. As a result, young children are beginning to recite numbers and correctly identify colours. n The childminder builds strong partnerships with parents. She provides parents with regular information about their children's care, experiences and achievements through informal discussions at collection and drop off times. However, she does not provide parents with precise enough information about their children's next steps in learning to help them support and extend children's development at home.

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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 focus more precisely on what each child knows and needs to learn next when planning activities, to help children make the best possible progress n further develop the information shared with parents to help them support and extend their children's learning at home.

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Setting details

Unique reference number EY499684 Local authority Central Bedfordshire Inspection number 10311896 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 13 April 2018

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Information about this early years setting

The childminder registered in 2016. She operates all year round from 7am to 6pm on Monday to Thursday, except for bank holidays and family holidays. The childminder holds an appropriate early years qualification at level 4. She provides 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 provider. n The childminder showed the inspector the areas of her home she uses for her childcare and discussed how they ensure it is safe and suitable. n The childminder talked to the inspector about what she wants children to learn and how the curriculum is planned. n The inspector observed the quality of teaching during activities indoors and outdoors and assessed the impact this has on children's learning. n A sample of documentation was viewed, including the childminder's first-aid certificate.

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Inspection activities

1 February 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

1 February 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

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