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 enjoy their time spent with the childminder. Her kind and caring approach makes children feel at ease and relaxed. Children enjoy a wide range of activities and experiences. Their days are filled with play and learning opportunities. Children enjoy experiences outside of the home, such as going for walks to visit the shop and trips to the dinosaur park. The childminder ensures language is at the heart of interactions, putting a strong emphasis on positive communication.

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The provision is good

The childminder provides healthy foods and drinks, supporting children to have a positive introduction to a healthy lifestyle. She discusses with the children about how their bodies need food for energy. They help to prepare food by cutting up their fruit, and they learn new vocabulary, such as 'steam', when food is hot. Children have unique opportunities to collect eggs from the chickens and ducks. They learn about the life cycles of animals and where different foods come from.

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The provision is good

Children's behaviour is good. They are learning to follow rules and instructions, showing courtesy and good manners. Children are encouraged to work out differences for themselves, carefully observed by the childminder. They are helpful and happy to help with tidying away toys to care for their environment. Children show a can-do attitude and growing levels of perseverance. They have good concentration skills and show focus in their play. The childminder provides an inclusive and welcoming environment. Children with special educational needs and/or disabilities, and those who speak English as an additional language, are well supported to make the best possible progress.

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need to do better?

n Children challenge themselves and take risks safely in their physical play. The childminder provides an environment that offers scope for them to develop their physical skills. Children take time to practise and master skills such as going up and down steps. Children use tongs and practise using scissors with increasing control. They walk on stilts confidently and think about what to do when they cannot move any further forward. Children identify that they need to stop and carefully reposition the stilts so they are closer together. n Children enjoy music and movement. They happily imitate actions, swimming like a fish and joining in with songs they know. The childminder encourages children to brush their teeth 'north and south' to a song. Children wash their hands independently, and the childminder models the process. They know to wash their hands after using the toilet and before mealtimes. n The childminder supports the children to learn about the world and wider

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need to do better?

community. Children are prepared for the next stages of their education, and she works with others to ensure smooth transitions. The childminder is a good role

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need to do better?

4 March 2024 model. She observes closely how the children are playing, using some opportunities to further build on their learning. n Children make pictures with natural materials, using sticks and stones to create patterns on the grass. They explore what is the same and different, as the pattern beneath the objects has had 'no access to light'. Children enjoy making marks through messy play, helping them to develop their early writing skills. n Partnerships with parents are good. The childminder communicates and shares information effectively about children's days. Regular communication about learning and development ensures that parents know about their children's progress and their next steps in learning. Feedback shows that parents feel the childminder is both fun and professional. Children feel safe and happy in her care. Parents like the 'home-from-home' environment and the childminder's contribution she makes in their children's lives.

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need to do better?

n The childminder knows her children well and their stages of development. She talks about her curriculum with an understanding of how children learn and develop. The childminder takes part in regular training opportunities to keep her knowledge up to date. However, she does not focus her professional development on developing a more thorough knowledge of teaching. She has not fully explored ways to continually build on the quality of her teaching to help children make the best possible progress. n Children count and learn how to measure. They use a tape measure to explore others' heights, with terms such as 'taller' and 'shorter' introduced. The childminder counts along with children as they transfer objects to containers, helping them gain an awareness of early mathematics.

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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 build on current training and professional development opportunities to support further high-quality practice and teaching skills to enable children to reach their full potential.

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Setting details

Unique reference number EY474242 Local authority Central Bedfordshire Inspection number 10316798 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 9 Date of previous inspection 2 May 2018

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Information about this early years setting

The childminder registered in 2014. She lives in Caddington, Bedfordshire. The childminder operates all year round, from 7am to 5pm, Monday to Friday, except for bank holidays and family holidays. The childminder 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 childminder. n The inspector viewed the provision and discussed the safety and suitability of the premises. 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 childminder spoke to the inspector about children's learning and development, with a particular focus on communication and language. n The inspector observed the interactions between the children and the childminder. n The childminder provided the inspector with a sample of key documentation on request. n Parents shared their views of the setting with the inspector in written format.

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Inspection activities

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

4 March 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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