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 Outstanding

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The provision is good

The childminder knows children well. She identifies what they already know and can do when they start with her. She uses this information to plan highly engaging activities that spark children's awe and wonder. Children focus for extended amounts of time on their chosen play and make good progress. For example, they use their imagination in the role-play kitchen to make sandwiches for their friends. They understand that marks have meaning as the childminder encourages children to use the pen and pad to make a shopping list of the various fillings that their friends request. The childminder has high expectations of children's behaviour. Children eagerly help to tidy away the musical instruments before settling down to sleep and use good manners when speaking to the childminder.

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The provision is good

Children are fiercely independent, especially when handling their personal needs. They manage their own clothing, prepare their own snack and follow good hygiene routines. The childminder's praise for children's achievements encourages them to stay focused and follow the step-by-step poster outlining robust handwashing procedures. Children show that they feel comfortable, safe and secure in the childminder's care. They receive the support they need during changes in their lives. This helps children to be emotionally resilient. Children demonstrate a strong sense of belonging as they help themselves to a rich range of good quality resources.

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need to do better?

n The childminder provides a diverse curriculum that integrates the approaches of various educational theorists, as well as embracing the interests of children. This keeps children motivated and engaged in learning. The childminder's frequent assessments of children's achievements help to inform their accurate next steps in learning. These are successfully implemented through a sequenced approach that helps them to develop the skills they need to prepare them for their next stage in learning. n The childminder models language well. Children express a keen love of books. The childminder reads to children with great intonation, immediately capturing their attention. She introduces children to new words as they arise, such as 'cocoon'. However, on occasion, the childminder steps in too quickly and does not give children enough time to think and respond to the questions she asks. This does not enable children to practise their language skills to express their

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need to do better?

thoughts and ideas. n The childminder consistently advocates a positive culture of respect for all. She calmly encourages children to share resources and provides clear explanations of why this is important. This helps children to understand what is right and wrong. n Overall, the childminder interacts well with children, which helps to extend their

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need to do better?

14 November 2024 play. She demonstrates how to use tongs and small tools, such as a scoop, to fill containers of different sizes with dried pasta. This motivates children to copy. She introduces them to mathematical concepts, such as 'full' and 'empty'. However, she does not always support children to find solutions to problems for themselves. For example, she is quick to join pieces of toy fruit and vegetables together and rebuild toy vehicles when children bring them to her and say that they cannot do it. This does not challenge children to solve problems and build on their critical-thinking skills. n Children benefit from frequent visits to the local park. They use large play equipment to develop their muscle strength. Children particularly enjoy walking to the country park, where they immerse themselves in nature. They learn to negotiate different terrains and balance along planks of wood. The childminder

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need to do better?

takes art resources to the country park to enable children to express their creativity outdoors. Children observe how leaves on trees change through the seasons. The childminder enhances children's understanding of such changes by engaging in shared research using the internet on return to her home. n The childminder takes a proactive approach to developing her skills. She continually reflects on what she can do to develop her practice. She undertakes training that is targeted at improving her knowledge and considers how she can use this to benefit the children in her care. For example, she has recently introduced an accessible self-care station for children as a result of recent training to enhance key life skills for children. n Partnerships with parents are strong. The childminder keeps them well informed about their children's ongoing achievements during daily discussions and shares photos via a secure app. She also provides ideas about how parents can

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need to do better?

continue to help their children's learning at home. This includes sharing relevant information about support groups or events in the community. Partnerships with other provisions that children attend are in place to support their continuity of learning.

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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 provide more time for children to think and respond to questions with their own thoughts and ideas n offer children further opportunities that support them in thinking things through and finding their own solutions to problems that arise during their play.

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Setting details

Unique reference number EY537781 Local authority Bedford Inspection number 10364257 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 7 Date of previous inspection 8 January 2019

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Information about this early years setting

The childminder registered in 2016 and lives in Harrold. She operates from 8.00am to 5.30pm, Monday to Friday, all year round, except for bank holidays and family holidays. The childminder holds an appropriate childcare qualification at level 3. She provides funded early education for two- and three-year-old children.

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Inspection activities

n The inspector observed the quality of teaching during activities indoors and assessed the impact this has on the children's learning. n The inspector held a number of discussions with the childminder and the children at appropriate times during the inspection. n The childminder and the inspector carried out a joint evaluation of an activity, and they discussed their findings. n The childminder provided the inspector with a sample of key documentation on request. n The inspector took account of the views of parents through written feedback provided.

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Inspection activities

14 November 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 November 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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