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

The childminder places the children at the heart of her practice and ensures that children's individual interests and learning styles are nurtured and supported. When children feel apprehensive to changes in their routine, the childminder swiftly supports their emotional needs and, as a result, they settle quickly. Children feel safe and secure. The childminder has a clear focus on supporting children's personal, social and emotional development. As children arrive at the setting, they persevere when attempting to hang up their coats, even when it becomes a little tricky. The childminder praises their efforts, and children smile with pride. During their time in the garden, the childminder supports young children to independently climb up the steps on the slide. She encourages them to have a 'can-do' attitude. The childminder is a good role model and has high expectations of children's behaviour. She clearly reminds children of the rules and boundaries of the setting,

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The provision is good

such as sharing toys with each other. Children's confidence, independence and resilience develops as a result of this nurturing childminder.

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The provision is good

The childminder plans experiences to develop children's knowledge of the world in which they live, build wider social circles and learn about their local community. For example, children grow in confidence and learn to socialise with others at the local children's group. During their morning walk, children spot numbers on the doors and look out for signs of nature. They search for insects and talk about the changes that happen during each season. While learning about Remembrance Day, children visit the local church and listen to adults talk about why the day is celebrated. This helps children to make good progress across their learning.

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need to do better?

n The childminder knows the children well and has a good understanding of their developmental stage. She plans age-appropriate next steps to support their progress and challenge their thinking. The childminder works closely with parents to ensure that children make the best possible progress across both the setting and at home. n The curriculum is well sequenced and helps children to be curious learners. Children learn new words such as 'attract' and 'repel' to describe how magnets react. They immerse themselves in thought-provoking conversations about what dinosaurs eat and how their bodies compare to humans. Children demonstrate a positive attitude to learning. n The childminder provides a stimulating learning environment with a range of good-quality toys. However, the organisation of the resources does not always make it easy for children to choose what to play with, as they cannot find them independently.

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need to do better?

n The childminder skilfully improves children's communication and language skills

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need to do better?

18 April 2024 through high-quality interactions. She provides commentary to children's play and introduces new words to enrich their vocabulary even further. Children demonstrate they know and remember the words they have learned by using them during their own conversations. For example, children describe plant- eating dinosaurs as 'herbivores'. They listen intently as the childminder teaches them the different words that are used to describe layers of the skin. n The curriculum for physical development is well planned. Children have many differentiated opportunities to develop their gross and fine motor skills. They spend time at the local park where they learn to climb the equipment. At the setting, they investigate play dough and find hidden objects as well as use pipettes to transfer coloured water from one container to another. Children are making good progress in their physical development. n The childminder is committed to improving her professional development. She

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need to do better?

reflects on what she has learned during online courses and uses her knowledge to support the children in the setting. The childminder continues to seek training opportunities to further develop her own practice. This means that children experience learning opportunities, which are continually improving. n Parents speak highly of the childminder and comment on her ability to personalise the care that she provides. They value the communication between their home and the setting and enjoy seeing what their children have been up to through daily updates. Parents state that their children's days are full of 'adventure, creativity and laughter' and that the childminder's 'dedication to nurturing young minds is evident'.

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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 review the organisation of the toys and resources to help children make independent choices and lead their own play.

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Setting details

Unique reference number EY498952 Local authority Central Bedfordshire Inspection number 10335525 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 17 Date of previous inspection 19 June 2018

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Information about this early years setting

The childminder registered in 2016 and lives in Stotfold, Hitchin. She operates all year round, from 7am to 6pm, 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 childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for the early years foundation stage curriculum. n The inspector observed the interactions between the childminder and the children during activities. n The inspector and the childminder completed a joint observation of an activity to assess the quality of teaching. n The inspector took account of the views of parents.

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Inspection activities

18 April 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

18 April 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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