Childminder in Luton

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 are happy and settled in the childminder's care. They share jokes with the childminder in a relaxed and comfortable environment. Children confidently move around the house, finding their wellington boots and coat so that they can go and explore the garden. The childminder encourages children to fasten their own coats, helping to build children's confidence to become independent in preparation for school.

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The provision is good

Children embrace the activities and resources the childminder provides to help support the clear and well-planned curriculum. For example, children play a game with the childminder, taking turns to roll a dice. They begin to recognise the represented number by identifying the pattern of dots and count them to confirm the quantity. Children find same the number of coins before waiting for their next turn. The childminder adds challenges to the game, asking children how many coins they will have when they add one more. This helps children extend their knowledge and understanding of mathematics.

p.2

The provision is good

Children feel valued. They ask questions and make requests about what they would like to do in the knowledge that the childminder will listen and respond positively. Children reciprocate with the same level of respect and kindness shown to them by the childminder. This contributes to the good behaviour and attitudes towards others that children display.

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need to do better?

n The dedicated childminder maintains high levels of professional development. She purposefully finds training courses and workshops that help strengthen her already good knowledge and understanding of how children learn and develop. For example, a recent course has helped to ensure children's precise next steps in learning are integral in both planned activities and in children's self-chosen play and exploration. This contributes to the good progress children continue to make. n The childminder works closely with staff from other settings that children also attend. She keeps in regular contact with children's key persons, helping to ensure there is a consistency to what children need to learn next. Any emerging gaps in learning are quickly identified and addressed through focused teaching and support. n Children's emotional wellbeing is effectively supported. For example, children who enjoy colouring sit with the childminder. They concentrate for long periods

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need to do better?

on the designs they create or colour. While they are occupied, the childminder chats with the children about what they have been doing at home, about their feelings or any worries they might have. Children begin to identify their feelings,

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need to do better?

12 February 2024 helping them build resilience and ability to regulate their emotions. This helps to support children's personal development. n Partnerships with parents are good. The childminder gathers information from parents that helps her quickly settle children in her care and allows children to build on what they already know and understand right from the start. The childminder shares information about what children have been doing and finding out about with parents through a secure electronic application and through open discussion. This helps parents feel confident about leaving their children with the childminder and allows them to follow ideas and suggestions to help children continue to learn at home. n The childminder takes children to organised groups, local shops and open spaces to help provide different experiences that children enjoy and remember. The childminder borrows additional resources that help children learn even more

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need to do better?

about themselves and others, such as equipment to help promote positive oral health. The variety of experiences contribute to children's growing awareness of the world around them, triggering new interests and skills to build on. n The childminder has embedded a strong and effective curriculum in her practice. She ensures that children's learning needs are reflected inside the house and in the garden, enhancing the natural flow of learning that children embrace. There is a clear sequence that helps children gain a good understanding of what they already know before they move on to what they need to learn next. However, at times the enthusiastic childminder is a little quick at offering solutions to problems that children encounter, hindering children's ability to develop their own prediction and problem-solving skills.

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 interests first.

p.3

should:

n give children more time to solve problems and predict outcomes for themselves.

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Setting details

Unique reference number EY395655 Local authority Luton Inspection number 10312188 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 2 Date of previous inspection 23 April 2018

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Information about this early years setting

The childminder registered in 2009 and lives in Luton. She operates Monday, Tuesday and Wednesday from 8.00am to 6pm, during school term times. The childminder provides funded early education for two-, three-, and four- year- olds.

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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 this into account in her evaluation of the provision. n The inspector observed activities in the childminder's house and garden. She spoke to the childminder and children at appropriate times throughout the inspection. n The childminder described her curriculum, how it is reviewed and the impact on children's learning with the inspector. n The inspector looked at documents relating to the suitability of household members and evidence of training the childminder has attended. n The inspector read letters and testimonials sent in for the inspection from parents and a training provider. She took their views into account.

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Inspection activities

12 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

12 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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