Childminder in Bedford

Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Requires improvement Leadership and management Requires improvement Overall effectiveness at previous inspection Not applicable

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The provision requires improvement

Children demonstrate they feel happy and secure with the childminder. They enjoy choosing toys from the wide range available to them. The childminder aims to provide a home-from-home feel for the children in her care. Her curriculum is built around children's needs and the childminder has clear intent for their learning in place. Sometimes, the implementation of the curriculum is not always consistent. For example, she provides the resources for activities and then undertakes other duties, such as nappy changing. This results in children having to wait and they argue over what resources they want to use.

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The provision requires improvement

Children enjoy being outdoors, where they are active and explore natural resources such as water. They ride around in cars and practise their ball skills. Children take turns to push balls down the slide and watch with interest where they roll to. Outdoors, children interact well and their behaviour is good. However, this is not consistent throughout their time with the childminder. At other times, children find it difficult to share and cooperate. This results in arguments and children hitting out at each other. The childminder talks about using distraction as a behaviour management tool, however, this is not always successful.

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need to do better?

n The childminder chooses to care for four children at one time, which includes both minded children and her own children. Although this number of children is acceptable, she does not always demonstrate she is able to consistently meet their needs. For example, when preparing lunch or changing nappies, children's behaviour deteriorates. This affects their ability to learn at a good level throughout. n The childminder gathers good information from parents when children start at her setting. She completes her own observations and assessments of children to help her to plan for their ongoing learning. The childminder is aware of where there are gaps in children's learning. She understands the importance of working with parents and other professionals to enable children to access the best support. n Parents speak positively about the childminder. They feel their children are happy and settle in her care. Parents report children are making good progress

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need to do better?

and that the childminder regularly shares information with them. n Although the childminder's provision is not always fully effective, she interacts enthusiastically with children. She takes account of their interests, for instance, by providing new puzzles for children to complete. The childminder and children talk about the pictures on puzzles and spend time fixing the pieces together. When children are playing with water, she encourages them to use it for different purposes. For example, she explains why plants need watering and

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need to do better?

23 May 2024 shows children effective ways to fill containers. Children enjoy these positive interactions with the childminder and display strong attachments to her. n Children's speech and language skills are developing in line with expectations. They talk about colour, size and shape as they use dough. The childminder is beginning to encourage children to use words to express their feelings and emotions, which supports their well-being. n The childminder's intention to provide good-quality care and education for children is strong. However, her implementation of the curriculum is not always effective. For example, she knows children engage better in learning outdoors, however, the time spent outside is limited. At times, the childminder gives children mixed messages, such as telling them it is lunchtime and then deciding it is too early. This results in children being confused and having to wait. It is at

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need to do better?

these times that children find it most difficult to control their emotions and behaviour. n The childminder is proactive in undertaking continuous professional development. She reflects on her practice in light of the new knowledge she gains. The childminder recognises her need to seek further training and advice on supporting children with special educational needs and/or disabilities and on behaviour management.

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

Due date

review the number of children cared for to ensure that each child's needs can be consistently met 06/06/2024

p.3

Due date

improve the strategies for dealing with unwanted behaviour to create more positive interactions between the children. 06/06/2024

p.3

should:

23 May 2024 n review the organisation of daily routines and activities so that the implementation of the curriculum is successful and children are purposefully engaged in their learning.

p.3

Setting details

Unique reference number 2670885 Local authority Bedford Inspection number 10344272 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.5

inspection

Total number of places 6 Number of children on roll 2 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2022. She lives in Bedford, Bedfordshire. She operates from Monday to Friday, 9am to 5pm, 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 her evaluation of the provision. n The inspector and the childminder looked at the areas of her home that she uses with children and discussed how she plans her curriculum and operates her practice. n The inspector observed the childminder joining in activities with children and discussed the learning that was taking place with her. n A sample of policies and procedures was looked at by the inspector. These included documents relating to the suitability of household members, safeguarding and complaints. n The inspector took the views of parents into account and discussed the childminder's reflections of her practice with her.

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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

23 May 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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