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 happy, settled and content, thoroughly enjoying their time with this welcoming childminder. Children have warm relationships with the childminder, eagerly including her in their play and turning to her for reassurance whenever needed. Children reflect the childminder's calm, positive attitude and are confident to try new activities. For example, they use a range of tools, such as brushes and rollers, when painting, noting the different effects these make. Children respond to gentle encouragement from the childminder and persevere when playing. For instance, young children learn to use the slide, persisting until they can climb up, turn around and slide down.

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The provision is good

Children follow the childminder's good example and are kind and caring towards one another. With the childminder's sensitive support, children learn about feelings, for example, referring to child-friendly posters and picture cards to help label these. The childminder supports children well in gaining a clear understanding of healthy lifestyle practices. For instance, children engage in physical activities, such as dancing and running, then note how this affects their bodies, including their raised heart rates. Ongoing explanations support children in developing a good understanding of safety. For example, young children competently negotiate the garden steps, learning how to turn around and go down backwards.

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need to do better?

n The experienced childminder evaluates her practice and makes further improvements. She knows the children well and ensures that she sets out the play areas in her home to reflect children's needs and interests. For example, young children enjoy exploring the play tent, developing their exploratory skills as they examine the resources available in here. n Children make good progress and are well prepared for moving on to nursery or school. The childminder uses her experience and supporting documentation to aid her in monitoring children's progress. This helps her to identify any weaker areas and ensure that no child falls behind in their learning. The childminder understands each child's development and what they need to learn next. She offers children a wide range of indoor and outdoor play opportunities that support them in taking the next developmental steps. n The childminder recognises the important role she plays in supporting children to

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need to do better?

develop their language and communication skills. She uses many different ways to do this. For example, young children see how long they can blow feathers up into the air and keep them floating, helping to develop the muscles and movements around their mouths. The childminder supports them in learning new vocabulary, such as 'coral' and 'spiky' and they repeat this later as they play. n Children demonstrate an enjoyment of books. They have favourite stories and

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need to do better?

14 August 2024 also learn that books can be used for many purposes. For example, when they grow tomatoes in the garden, they visit the library and look at books related to plants and vegetables. n The childminder makes good use of children's interests to help build on their knowledge. For example, young children interested in animals delight in discovering these in a tray of cereal. They name the animals and make the corresponding sounds, further supporting the development of their communication skills. n The childminder offers children practical activities to help them recognise and respect differences. For instance, children use mirrors to examine their facial features, going on to compare these. They participate in craft activities related to festivals and celebrations from around the world. n Children enjoy their interactions with the childminder and she generally supports them in extending their play and thinking. However, on occasion, she does not

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need to do better?

support children to build on their chosen, spontaneous play, for example, by encouraging them to think critically and try to find solutions to problems as they encounter these. n Parents think highly of the childminder, noting her good communication and the many activities she offers children. They highlight the good procedures the childminder uses to get to know children and help them settle. The childminder ensures that parents are aware of their children's progress and daily activities, providing information so that they can build on these at home.

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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 further develop the opportunities that aid children in building on their chosen play, for example, in thinking critically and solving problems as they arise.

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Setting details

Unique reference number EY538663 Local authority Central Bedfordshire Inspection number 10354982 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 4 Date of previous inspection 13 November 2018

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Information about this early years setting

The childminder registered in 2016 and lives in Leighton Buzzard. She operates all year round from 8am to 5.30pm, Monday to Thursday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. She provides funded early education places 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 this provision. n The inspector observed activities indoors and outside and assessed the impact these have on children's learning. The childminder spoke to the inspector about their intentions for children's learning. n The childminder and inspector reviewed an activity together. n The inspector viewed relevant documentation, including the safeguarding procedures. n The inspector talked with children at appropriate times throughout the inspection and considered their views. She also took into account the written feedback from parents.

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Inspection activities

14 August 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

14 August 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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