Kuhn, Elaine

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 provides a welcoming, nurturing environment for the children and actively joins in their play. This sustains the children's interest and enjoyment. Children demonstrate a positive attitude to their learning and are supported to manage their feelings and behaviour. They are encouraged to dress and undress themselves and take responsibility as they help the childminder tidy away the toys.

p.2

The provision is good

The childminder successfully differentiates her teaching, which ensures all children, regardless of their age, are included in the activities provided. She encourages children to count the toy animals and introduces concepts, such as large, medium and small as they position animals according to their size. Additionally, the childminder encourages children to imitate animal sounds. Children enthusiastically 'oink' like a pig and 'moo' like a cow. They demonstrate their sorting and matching skills as they match animals to the correct pictorial image. Children concentrate and demonstrate pride in their achievements.

p.2

The provision is good

The childminder enhances children's understanding and language skills. Children learn rhymes, such as 'Old MacDonald had a farm', look at books for enjoyment and enthusiastically point to different part of their bodies when asked. The childminder encourages younger children to stack toy cups on top of one another, which supports them to develop their hand-eye and coordination skills. Younger children smile and giggle when they knock the cups over.

p.2

need to do better?

n The experienced childminder provides good-quality care and learning opportunities for children. She values each child as a unique individual and forms caring relationships with them. This positive interaction helps children to develop secure attachments and supports their emotional well-being. Children demonstrate that they feel safe and secure and naturally seek help and reassurance if they are upset. n The childminder completes required mandatory training. This supports her ability to keep children safe. For example, she has a current paediatric first-aid certificate and refreshes her child protection training. Additionally, the childminder attends childminder network meetings, where she gains ideas to improve practice. However, the childminder has not fully explored additional professional development opportunities to raise her existing good knowledge to an even higher level. n The childminder knows the children well and structures her curriculum to build

p.2

need to do better?

on what they know and can already do. She completes observations of the children as they play to monitor their progress and plan next steps in their development. The childminder narrates what she is doing as she plays alongside

p.2

need to do better?

12 June 2024 the children and asks a range of relevant questions. However, at times, in the childminder's enthusiasm she does not always give children enough time to process what they have been asked and to respond. n Children are provided with daily opportunities to play outside in the fresh air. The childminder encourages the children to practise their physical skills as they climb the steps of the slide. Children thoroughly enjoy coming down the slide and immediately have another go. They use their bodies to move the see-saw up and down and learn to use the scooter. Older children push the toy buggies containing their pretend babies. The childminder expands the children's play by encouraging them to feed and comfort their toy babies. n The childminder places high priority on supporting the children to understand rules and boundaries. She reminds children about the importance of sharing, taking their turn and playing cooperatively with their peers. The childminder also

p.2

need to do better?

praises children for their efforts and achievements. This successfully develops their confidence. n The childminder develops positive relationships with parents. A range of information is obtained from parents at the start of the placement. This enables the childminder to get to know the children and eases the transition from their home into the childminder's care. Parents receive daily updates about their child's day, including photos of them participating in activities. Additionally, information is shared to support parents to continue their child's learning at home, including tips and advice on potty training and the importance of children not walking around while eating their food.

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 provide children with enough time to process the questions asked before expecting a response n strengthen professional development further to identify more opportunities to increase knowledge and skills to raise the standard of teaching to an even higher level.

p.3

Setting details

Unique reference number 105049 Local authority Luton Inspection number 10344331 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 6 Number of children on roll 10 Date of previous inspection 7 September 2018

p.4

Information about this early years setting

The childminder registered in 1998 and lives in Luton. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder occasionally works with an assistant. 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 their evaluation of the setting. n The childminder showed the inspector the areas of her home that children access. They discussed how the childminder organises her setting and plans the curriculum and experiences for children. n The inspector observed children taking part in activities with the childminder and assessed the impact on children's learning. n Children spoke to the inspector as they participated in the activities provided by the childminder. n The inspector took account of the views of parents by speaking to them and from written feedback provided at the inspection.

p.4

Inspection activities

12 June 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.

p.4

Inspection activities

12 June 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

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

p.6