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

Children are eager to arrive and enjoy the time they spend in this homely environment. The childminder supports children to settle well by creating an environment that caters for their individual interests. For example, children delight at exploring the vast and complex road system that the childminder has marked out on the floor. They use toy cars to navigate the tracks and discuss subjects such as road safety. As a result of this careful consideration, children remain deeply engaged in play throughout their time at the setting.

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The provision is good

Children are aware of the rules and follow them well. Furthermore, they support their friends to do the same. For example, older children remind one another not to run indoors. They explain how they could slip over and hurt themselves. Children of all ages demonstrate good manners and are polite and respectful towards adults and one another. Babies thank adults and their older friends for their help in tasks. Older children understand the need to cooperate in games and show consideration towards the younger children. The childminder reinforces these positive behaviours well. He offers an abundance of praise and provides consistent boundaries and clear expectations.

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need to do better?

n The childminder places a sharp focus on creating an environment that is safe for children. He carefully considers the specific needs of all children who attend. For example, babies have their own self-contained outdoor play area. Here they can safely explore age-appropriate equipment and develop their physical skills. The childminder, his co-childminder and her assistant all work well together to supervise and provide appropriate support for all children. n Children play an active role in organising their day and planning their learning. The childminder develops effective strategies to identify children's interests and assess what they would like to learn more about. For example, children are looking forward to a trip to the farm. The childminder uses a farmyard sensory activity to identify the animals they wish to see and prepare them for the trip. Children discuss their favourite animals and create a plan for their day.

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need to do better?

n The childminder supports children's critical thinking skills well. He communicates sensitively with children, asking them appropriate questions. He allows them the time and opportunity to explore their ideas fully. For example, when exploring books about cars, the childminder encourages children to find similar vehicles in the environment. Together they explore their similarities and differences before deciding which ones are the best match and why. n The childminder engages children in meaningful conversations during all activities. He demonstrates good language skills and allows children plenty of time to respond to questions and discuss their opinions. However, on occasion,

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need to do better?

26 July 2024 some of his teaching is not adapted to support the differing needs of children. For example, in a group activity, both babies and older children are encouraged to identify the noises that animals make. Although this supports babies' language development well, it does not encourage the older, most able children to extend their vocabulary further. n Parents speak highly of the childminder and the care he provides. They particularly value the close relationships children have with the childminder and his family. Parents comment on how this means that children feel happy and settled and look forward to spending time in this exciting learning environment. n The childminder demonstrates a good understanding of the individual circumstances of all children in his care. He confidently discusses their early experiences and the impact these may have on children's learning. However, a more robust understanding of the processes used for assessment and

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need to do better?

monitoring of children's progress would enable the childminder to enhance the quality of teaching he provides.

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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 ensure teaching during group activities consistently meets the learning needs of all children and provides appropriate challenge for those who are most able n identify opportunities to extend professional development that will enhance knowledge and support practice.

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Setting details

Unique reference number EY439717 Local authority Central Bedfordshire Inspection number 10351806 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 12 Date of previous inspection 18 October 2018

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Information about this early years setting

The childminder registered in 2011. He works with his wife, who is his co- childminder. The childminder operates from 8am to 6pm on Monday, Thursday and Friday during school term time, and from 8am to 6pm on Friday during school holidays. The childminder offers 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 inspector considered the views of parents by reviewing feedback letters and speaking to several parents during the inspection. n The inspector looked at relevant documents, including evidence of the suitability of all persons living and working 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 the 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

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

26 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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