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 provides a welcoming, nurturing environment for children. She is attentive to the children's needs and actively supports their learning and development. This supports children to make progress and prepares then for transitions to pre-school and school. Children demonstrate a positive attitude to their learning and are supported to manage their feelings and behaviour. The childminder knows the children well and speaks confidently about each child's personality, their interests and stage of development.

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The provision is good

The childminder provides a good range of activities and experiences. She introduces children to a wide range of songs and rhymes, which successfully supports their language and concentrate skills. Children enthusiastically sing 'Five little monkeys swinging from the trees'. They complete actions associated with the song, such as snapping their hands together to pretend to be a crocodile. Additionally, the childminder skilfully incorporates mathematical concepts into the activity. Children count the monkeys and older children know that if they have five monkeys and take one away that this will leave four monkeys. Additionally, children demonstrate that they understand concepts, such as 'fast' and 'slow', when they pretend to drive a car.

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need to do better?

n The dedicated childminder puts the children at the heart of everything she does. She accesses training opportunities, taking time to reflect on what she has learned and thinking about how this can be introduced within her setting. For example, following training about 'loose parts' play the childminder is beginning to provide natural and recycled resources to enhance the children's creativity. n Children develop close attachments with the childminder, which successfully supports their emotional development. They naturally seek a cuddle from the childminder if they need reassurance. The childminder structures her curriculum to build on what they know and can already do and completes ongoing observations of children to monitor their progress. However, on occasions she does not use planned activities and spontaneous opportunities to further extend children's knowledge as they play. Additionally, the childminder does not always

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need to do better?

provide children with a wider range of resources to enable them to extend and develop the activities they are enjoying. n The childminder is a positive role model. She supports children to understand rules and boundaries, such as the importance of listening, taking turns and not running indoors. The childminder praises children for their efforts and achievements, which develops their confidence. Additionally, the childminder places high priority on supporting children's independence and sense of responsibility. Children are actively encouraged to put on appropriate clothing

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need to do better?

27 June 2024 before going outside to play and help to wash fruit in readiness for snack. n The childminder supports children's listening, language, and communication skills. She engages in back-and-forth conversations with children. This supports children to learn new vocabulary and to use sentences to respond to the questions asked. The childminder frequently reads stories to the children, engaging them actively in the story. Older children enthusiastically answer questions and younger children show a genuine interest in the illustrations. n The childminder is successful in broadening children's knowledge and understanding of the local community. For example, children learn about different animals during regular visits to the zoo and farm. This also provides opportunities for children to sit on the real tractors and play in a large sandpit. Additionally, children explore the woods. Older children explain that they enjoy

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need to do better?

searching for fairies behind the 'fairy doors'. The childminder also enhances children's social skills during visits to music groups, where children have opportunities to make new friends. n The childminder develops positive relationships with parents. She spends time talking to parents and getting to know children's care needs and stage of development before they attend. This successfully helps to ease the transition from the children's home into the childminder's care. Information regarding the children's day and their development is regularly shared, including photos of them participating in activities. Parents are complimentary in their praise of the childminder. They state that they are extremely happy with the activities, including the range of outings provided.

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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 use every opportunity to extend children's learning during planned and spontaneous play activities n improve children's accessibility to the range of resources in the designated play room and garden to further support their motivation to explore and develop their play and ideas.

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Setting details

Unique reference number EY321110 Local authority Central Bedfordshire Inspection number 10344381 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 5 Date of previous inspection 19 September 2018

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Information about this early years setting

The childminder registered in 2006 and lives in Leighton Buzzard, Bedfordshire. She operates from Monday to Friday, term time only, from 7.45am until 5.30pm. 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 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 during the inspection about the activities they were enjoying. n A sample of the childminder's documents were reviewed by the inspector. n The inspector took account of the views of parents from written feedback provided at the inspection.

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Inspection activities

27 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.

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Inspection activities

27 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.

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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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