Gous, Beverley Bronte

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

p.1

The provision is good

The childminder creates an environment where children feel safe and secure. As children arrive, the childminder greets them at the door. She welcomes them with her friendly voice, and they immediately begin talking to her. The childminder gathers information from parents about how the children's morning has been to support their day.

p.2

The provision is good

The setting playroom provides children with an area within the childminder's home that is theirs. This gives them a real sense of belonging. The childminder carefully stores equipment, so children can choose toys, which are appropriate for their age. Children delight as they make their own independent choices, showing the childminder what they have chosen. The children have free access to a garden area.

p.2

The provision is good

All children play together and alongside each other, regardless of their age. Older children enjoy playing with the youngest children who follow them around to gain their attention.

p.2

The provision is good

Children behave well at the setting. The childminder's ability to quickly meet children's needs and provide distraction aids this well. For example, when the oldest children want to access the computer, the childminder quickly gets a play laptop for the younger children. This engages their attention and supports their own learning and development.

p.2

need to do better?

n The childminder creates a language-rich environment, where children thrive in their communication and language development. From a young age, the childminder narrates activities to children, allowing them to hear a wide range of vocabulary. For those children who speak English as an additional language, the childminder uses their interests to enhance language development. For example, she regularly sings nursery rhymes. This attracts the attention of children, and she encourages them to join in with the words they know. n Children gain a wealth of knowledge about the world around them through visits out within the local community. The children regularly visit the local library and museums. At the local nature reserve, the children have a try at pond dipping. The childminder safely gathers a bucket of water for the younger children. They explore and get a closer look at the tadpoles. Later, the childminder revisits the

p.2

need to do better?

learning, talking about the life cycles of animals, embedding what they have already learned. n The garden space at the setting supports children's physical development. There is a wide range of resources, including mark-making areas. The childminder

p.2

need to do better?

31 May 2024 encourages children to take risks in their play. For example, the children create a ramp from the patio to the grass by using planks. The childminder encourages children of all ages to explore the ramps and look for safe ways to ensure that they can all have a turn. n The childminder is knowledgeable about the children in her setting. She recognises children's individual needs with ease. For example, when the youngest children are hungry, the childminder provides them with a snack. This means children do not build up their frustration, supporting positive behaviour. When children are playing, the childminder is always close by to offer support. However at times, this does not always give children time to solve problems independently, and they often move on quickly from activities due to the lack of challenge. n Parents are complimentary of the childminder. Children attend the setting for long periods of time and return for holiday clubs as they get older. Parents are

p.2

need to do better?

happy with the level of communication they receive. They have a good understanding of their children's learning and development. The childminder communicates early with parents of children where there may be a learning and development delay. This allows parents time to speak to necessary professionals and for support to be put in place. The childminder works with parents to complete targets set. n The childminder is reflective of her own practice. She regularly completes training to enhance her own learning and practice. Recently, the childminder completed training around music. She enhanced her provision with more musical instruments and regularly uses these with the children. The childminder acknowledges the positive impact the training has had on her setting.

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 offer consistent challenge in activities so that all children remain engaged and have time to solve problems independently.

p.3

Setting details

Unique reference number EY393181 Local authority Bedford Inspection number 10344321 Type of provision Childminder

p.4

Registers

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

p.4

inspection

Total number of places 5 Number of children on roll 5 Date of previous inspection 4 September 2018

p.4

Information about this early years setting

The childminder registered in 2009 and lives in Bedford. She operates all year round, from 8am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. She provides funded early education for two-, three- and four-year-old children.

p.4

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 the evaluation of the childminder. n The childminder and the inspector completed a learning walk together of all the areas of the setting and discussed her curriculum and what she wants children to learn. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact this was having on children's learning. n The inspector looked at reviews from the parents during the inspection and took account of their views. n The inspector looked at relevant documentation and reviewed evidence of suitability of the childminder.

p.4

Inspection activities

31 May 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

31 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

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