Moyes, Tanya Louise

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

p.1

The provision is good

Children demonstrate that they feel happy and secure in the setting and have a warm relationship with the childminder. Babies gaze into the childminder's eyes. They listen intently to her voice and smile and gurgle in response. Older children cuddle up to the childminder when tired or in need of comfort. These close bonds develop because the childminder has a nurturing, caring approach and is attentive to children's needs

p.2

The provision is good

The childminder is swift to identify children's current interests and skilfully adapts activities to support their development. For example, when children brush down the ride-on cars before use, the childminder seizes this as a learning opportunity. She fills buckets with water and encourages children to develop their gross motor skills by cleaning the cars with cloths. This focus on children's interests supports them to remain deeply engaged in play throughout their time at the setting.

p.2

The provision is good

The childminder supports children's social development well. She provides numerous opportunities for children to engage with others at various group play sessions. Children also enjoy trips out in the local community, where they visit museums and parks. As a result, children are confident in social situations. They greet visitors enthusiastically and are excited to show them around the childminder's home.

p.2

need to do better?

n Parents are complimentary about the childminder and the nurturing care she provides. They appreciate the close bonds their children form with the childminder and her family. Parents acknowledge how this supports children's well-being. Families value the detailed information they receive about children's time in the setting. They comment on the exciting activities children enjoy and how they promote their development. n Children cuddle up in their cosy reading den and share stories with their childminder. Books relating to specific topics are situated and explored during activities to enhance children's knowledge. These opportunities promote children's early literacy skills. The childminder develops children's communication skills well during one-to-one interactions. For example, when changing nappies and supporting children to wash their hands, the childminder engages them in wonderful discussions. However, the same language-rich teaching opportunities

p.2

need to do better?

are not consistently observed in group activities. n The childminder monitors children's progress closely. She completes regular assessments and uses this knowledge to support children's learning. The childminder sequences children's learning well. She plans activities based on what children can do and need to practise further. For example, recent

p.2

need to do better?

12 August 2024 assessments identify how some children struggle with tasks, such as putting their shoes on. The childminder provides water play activities, where children practise their fine motor skills using pipettes and containers to measure out water. n Children are cared for in a safe environment. The childminder completes regular risk assessments of her home and when on trips out. She ensures equipment is safe and meets the specific needs of all ages of children in her care. The childminder supervises children well throughout the day. She encourages them to identify potential risks and how to keep themselves and others safe. For example, children know how to stay safe in the sun. They understand the need to keep their hats on and drink plenty of water. n The childminder is committed to enhancing the care she provides for children. She actively seeks out additional training opportunities and initiatives to develop

p.2

need to do better?

her knowledge and practice. For example, the childminder has recently completed a mentoring programme to gather ideas and enhance her teaching skills. n Children behave well and are kind towards one another. Older children pass toys to their younger friends and cooperate well during group activities, such as song and story times. Children follow the rules of the setting well and have a good understanding of why they are in place. For example, children remind one another not to throw sand when in the sandpit. They explain how it could hurt if it gets in their eyes. n The childminder supports the practice of her assistant well. She ensures her assistant completes all essential training and conducts regular supervision meetings. The childminder uses these discussions as an opportunity to identify training opportunities and monitor well-being.

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 establish more precise teaching strategies that fully promote children's language and communication skills during group activities.

p.3

Setting details

Unique reference number 2757183 Local authority Central Bedfordshire Inspection number 10349560 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 12 Number of children on roll 9 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2023 and lives in Leighton Buzzard. She operates all year round from 8am to 5pm, Monday, Wednesday, Thursday and Friday, except for bank holidays and family holidays. The childminder works with an assistant.

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 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 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 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.

p.4

Inspection activities

12 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.

p.4

Inspection activities

12 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.

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