Childminder in Bedford

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 creates a warm and welcoming environment that she adapts daily to support the changing interests and needs of all children who attend. She ensures activities provide suitable challenge for all children. For example, children are sorting animals into different colours and species. Once children are confident pairing up simple animal shapes, they are encouraged to explore the smaller, more detailed models and sort them into categories. As a result, children thoroughly enjoy the time they spend in the childminder's care and remain deeply absorbed in play.

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The provision is good

Children develop a close bond with the nurturing childminder. They demonstrate they feel safe and secure in her care. Children approach the childminder for comfort, when they feel tired and enjoy exploring books together cuddled up on the sofa.

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The provision is good

Children demonstrate high levels of confidence. They greet visitors enthusiastically and are excited to show them around the setting and engage them in their play. The childminder encourages children to take on age-appropriate responsibilities. They put on their own shoes and tidy away toys. The childminder consistently offers praise and encouragement for children's efforts. This supports children to develop a deep sense of pride in their accomplishments.

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need to do better?

n The childminder monitors children's progress closely and shares this information with parents and other professionals, where appropriate. For example, she passes on essential developmental information to support children when transitioning to school or nursery. The childminder demonstrates robust knowledge of children's abilities and learning needs. Furthermore, she is consistently observed meeting these needs during children's play. For example, when promoting children's language development, the childminder skilfully adapts her approach. When exploring animals in books, younger children explore the sounds they make. Older children learn to identify and mimic the initial sounds in the names of these same animals. n Children are sociable and engage well with one another and adults. They enjoy group activities, where they work cooperatively to achieve their common goals. For example, children sort through animal figures, matching them up and

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need to do better?

exploring their features. The childminder supports these behaviours well by attending various group play sessions with children and establishing close working relationships with other childminders. n The childminder takes every opportunity to talk to children and expose them to a wide vocabulary. She discusses the activities they complete and encourages

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need to do better?

15 July 2024 them to recall what they did over the weekend. The childminder role models new words and sounds and supports children to develop a good understanding of the English language. However, at times children do not have the opportunity to express their thoughts fully and respond to the childminder's questions. n Children build close, respectful relationships with each other and their childminder. They are kind to one another, helping their friends in tasks. For example, older children fetch drinks for their younger friends and pass them their favourite toys. Children follow instructions well because the childminder sets clear boundaries. For example, children know to wait for the childminder before climbing the steps on the slide in the garden. However, on occasion when there are disputes over popular toys, the childminder distracts children or produces alternative resources. This does not fully support children's

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need to do better?

understanding of the need to take turns. n Parents are highly complimentary about the childminder and the care she provides. They appreciate the flexible service she offers and recognise how this supports the entire family. Parents value the high-quality, daily communication they receive about children's routines and progress. They praise the childminder's robust procedures when children start and acknowledge how this supports children to settle well in her care. n The childminder works hard to ensure the environment is safe and supervises children well during activities. She regularly reviews her risk assessments and is aware of the changing needs and abilities of all children who attend. The childminder completes extensive training and demonstrates a robust understanding of safeguarding issues. She confidently discusses the signs and symptoms that could indicate a child is at risk from harm. The childminder is

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need to do better?

aware of the correct process to follow when raising concerns with the appropriate authorities.

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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 allow children the opportunity to participate fully in discussions and provide them with appropriate time to respond to questions n develop strategies that support children to better understand the need to take turns during activities.

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Setting details

Unique reference number 219601 Local authority Bedford Inspection number 10351665 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 4 October 2018

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Information about this early years setting

The childminder registered in 1988. She operates all year round from 8am to 4pm, Monday to Friday, except bank holidays and family holidays. The childminder offers funded early years 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 provider and has taken that into account in their evaluation of the provider. n The inspector considered the views of parents by reviewing feedback letters. n The inspector looked at relevant documents, including evidence of the suitability of all persons living at the premises. n The inspector observed the interactions between the childminder and children during activities. n The inspector observed the quality of teaching to assess the impact on children's learning. n The inspector and childminder completed a joint observation of an activity to assess the quality of teaching. n The inspector held discussions with the childminder about the monitoring of learning and development in the setting and tracked the progress of children.

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Inspection activities

15 July 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

15 July 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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