Martin, Nicola Clare

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 and is attentive to their individual needs. She provides a range of meaningful learning experiences. For example, children view the veins of leaves on a light board and create paintings using ice-cream cones. The childminder encourages children to talk about what they can see in the 'curiosity box'. She treats all children as unique individuals, and successfully differentiates her teaching. The childminder ensures she includes all children regardless of their age. Children demonstrate a positive attitude to their learning, develop relationships with their peers and behave well.

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The provision is good

The childminder builds on the children's interests as they play. Children ask for drawing materials and paper when they are discussing pirates and begin to make marks on paper. Older children tell the childminder that their marks represent a pirate and pirate ship. The childminder further enhances children's interest by sharing photos of a pirate flag and proceeds to help them to copy the flag. Children persist and demonstrate pride in their achievements. The childminder encourages children to count and solve problems as they complete puzzles. Children work out how to fit wooden cogs together to make them move. The childminder introduces concepts such as up and down as they bounce the balloon into the air and left and right as they pretend to search for objects through their pretend periscope.

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need to do better?

n The enthusiastic childminder attends regular training to develop her existing good knowledge and skills. For example, the childminder has completed mindfulness meditation training. This has supported her to enhance children's awareness of their surroundings, to use their senses and to enjoy periods of quiet time. n Children settle well and develop strong attachments with the childminder, who is kind and caring. This supports their emotional development. Children happily include the childminder in their play and demonstrate that they feel safe and secure. n The childminder plans a curriculum which builds on children's experiences at home, as well as what they already know and can do. She knows the children well and guides their learning as they play and have fun. Older children demonstrate that they remember what they have learned. For example, they recall the life cycle of a butterfly. However, occasionally, the childminder does not

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need to do better?

plan and use the outdoor environment to enhance the learning of children who prefer to learn and play outdoors. n The childminder understands the importance of developing children's language and communication skills, including supporting children who speak English as an additional language. She engages in back-and-forth conversations with children.

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need to do better?

9 September 2024 Children listen as the childminder reads stories to them. Children answer the childminder's meaningful questions and repeat familiar phrases within the story. They excitedly 'meow' when they view an illustration of a cat. Additionally, children learn songs such as 'The Wheels on the Bus' and 'Wind the Bobbin Up', enthusiastically completing actions associated with the songs. n The childminder places high priority on developing skills to help children to socialise with others and develop their independence. For example, children learn to independently put on their outdoor clothing, select what they would like to play with and pour their own drinks. Children manage their personal care needs well. They know that they need to thoroughly wash their hands after using the toilet and are taught that they do this to remove germs. n The childminder provides a range of experiences which enhance children's

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need to do better?

knowledge and understanding of the local community and world around them. For example, children have opportunities to socialise with other children during visits to local toddler groups. They visit the farm, learning about lambing, attend the harvest festival service at the local church and post postcards to their families at the post office. Additionally, the childminder teaches children to appreciate and respect the diversity of others. For example, the childminder took children to a Chinese restaurant to taste different foods in celebration of the Chinese New Year. 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 home to the childminder's care. Information is frequently shared with parents about their child's progress. Additionally, newsletters detail valuable

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need to do better?

information. Parents speak very highly of the service the childminder 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 extend outdoor learning experiences and the range of activities to provide more opportunities for children who prefer to learn outdoors.

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Setting details

Unique reference number EY478125 Local authority Bedford Inspection number 10363481 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 6 Date of previous inspection 29 April 2019

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Information about this early years setting

The childminder registered in 2014 and lives in Great Barford. She operates all year round from 8.30am to 5.30pm, Monday to Thursday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3.

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Inspection activities

n The childminder and inspector discussed how the childminder organises their early years provision, including the aims and rationale for the early years foundation stage curriculum. n The inspector observed children taking part in activities with the childminder and assessed the impact on children's learning. n The inspector spoke to children at appropriate times during the inspection. 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 and by speaking to them at the inspection.

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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

9 September 2024 9 September 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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