Ilsley, Lorraine

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 quickly settle and feel at ease in the childminder's warm and welcoming home. They form trusting relationships and this helps all children to feel happy and safe in the childminder's care. The childminder teaches children about kindness and respect. She offers timely praise and models expected behaviours as she engages in play alongside them. For example, children listen to their friend's opinions as they take it in turns to cook different foods in the Chinese restaurant role-play area. The childminder encourages discussions about different Chinese food and children spot numbers they recognise as they look at the cost of each item. In turn, children learn how to share, take turns and build positive relationships with their peers.

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The provision is good

The childminder has a good understanding of what she wants to teach each child. She builds her curriculum based on what children already know and what they need to know next. As a result, children make good progress across all areas of learning. Children's communication and language skills are supported well. The childminder talks to children throughout the day, which helps build on their growing vocabulary. She readily introduces children to new words and, subsequently, they then recall words they have remembered as they play. The childminder teaches children the correct word for a 'colander'. They discuss what it is used for and the childminder encourages them to think about what might happen to water if poured into it. This develops and nurtures children's curiosity and critical thinking skills.

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need to do better?

n The childminder gets to know the children and their families very well. She places high priority on ensuring children feel safe and secure in her setting. There is a thorough settling-in process. Prior to children starting, she gathers detailed information from parents about their children's likes, dislikes, routines and care needs. She regularly meets with children before they start. As a result, children develop secure attachments and settle very quickly. n Children have daily access to outdoor learning. The childminder places strong emphasis on learning through nature and gives children varied opportunities to explore and learn outdoors, which sparks their curiosity. They attend a weekly forest school club and are able to freely explore the well-resourced garden areas. In the setting, children learn how to care and handle the childminder's rabbit. At forest school, they learn how to manage risks and use tools, such as

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need to do better?

drills and saws. This helps children to develop physically and increases their knowledge and understanding about the world around them. n The childminder plans opportunities for children to develop their independence in preparation for future learning. As children get ready to go outside, they eagerly find their belongings and put on their coats and shoes. They demonstrate pride in their achievements, commenting, 'Look, I did it'. This builds

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need to do better?

1 February 2024 children's self-esteem and helps to develop a 'can-do' attitude. n The childminder plans and implements a wide range of opportunities that excite and ignite children's interests. She plans all activities with specific learning intentions for each child. The children become very excited as they hunt for 'dragons' in the childminder's garden. The childminder uses the language of preposition to help them find the hidden dragons and they use their own tick sheet to mark off when each dragon is found. However, occasionally the learning intention during activities is sometimes lost and, therefore, children do not always achieve the intended outcomes. n The childminder is committed to her ongoing professional development. She updates her own knowledge through regular training as well as by working closely with other childminders. This provides her with opportunities to share good practice and hold professional discussions with others. The childminder has

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need to do better?

a strong ethos of evaluating her practice. For example, she asks parents for feedback on her service and for any suggestions to improve. Additionally, the childminder is very proactive in seeking online training to support and improve her teaching. For example, she has recently completed training in science, technology, engineering and mathematics to nurture children's curiosity and boost their cultural capital. n Parent partnerships are strong. Parents speak extremely highly about the childminder and talk fondly of the experiences she provides for their children. Parents comment on the community feel that the childminder fosters, through planned family barbeque days, Father's Day walks and a Mother's Day brunch. The childminder is proactive in sharing information about children's learning and development. Parents feel well informed and comment that the childminder goes above and beyond for their children.

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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 the identified learning intentions for children during adult-led activities to ensure they make the best possible progress.

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Setting details

Unique reference number EY438428 Local authority Bedford Inspection number 10312117 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 20 April 2018

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Information about this early years setting

The childminder registered in 2011 and lives in Stewartby, Bedford. She operates all year round from 8.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3 and 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 provider and has taken that into account in their evaluation of the provider. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. n The inspector observed the interactions between the childminder and children during activities. n The inspector and childminder completed a joint observation of an activity to assess the quality of teaching.

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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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