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 eager to learn and play during their time with the childminder. They form friendships with each other, which helps support their personal development while they learn to negotiate and cooperate. For example, children laugh while they wrap tinsel around each other's bodies to make them into 'Christmas trees'. They decide who will be decorated and who will select the tinsel to use. They work together and are delighted with the results. The childminder gently encourages children to think how they can keep themselves and their friends safe while they play, helping them begin to manage age-appropriate risks for themselves.

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The provision is good

The childminder follows children's interests to help her plan a meaningful curriculum that reflects what children need to know and understand next. For example, children show an interest in animals. The childminder gives children encouragement and time to work out different ways they can attach legs to the animals they create while they play with dough. By the time children leave for school, they are independent thinkers with a passion for learning.

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The provision is good

Through the curriculum, children develop skills to begin to regulate their emotions and actions towards others. The childminder encourages them to share and to take turns. Children respond well, helping to maintain a friendly and harmonious environment. The childminder and assistants who work with her are excellent role models. Children reciprocate, showing kindness and respect. They develop a healthy curiosity and enthusiasm, promoting further learning. This contributes to their good behaviour and positive attitudes.

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need to do better?

n The childminder makes very good use of the local environment and attractions to help provide memorable experiences for children. Visits to the local zoo, for example, are purposefully planned to incorporate a focus on what children need to know and understand next in their sequence of learning. Children are given time to reflect on their experiences. The childminder does not rush them while they think of the words they want to use in their sentences. During her conversations with children, the childminder uses new and exciting words, such as 'flamboyant', to help enhance children's understanding and vocabularies. By the time children leave to go to school, they are confident, articulate individuals. n Parents speak about the good relationship they have with the childminder and assistants who work with her. The childminder gathers information about children's routines and care needs from parents before children start in her care.

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need to do better?

She uses this, and further details about what children already know and understand, to help her settle children with familiar resources and consistent

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need to do better?

13 December 2024 care routines. This helps children feel secure and ready to learn right from the start. n The childminder works exceptionally closely with parents and other professionals to help identify the very best way to use additional funding that children may receive. She regularly reviews children's progress to help ensure that any identified gaps in learning are swiftly addressed. This contributes to the good progress all children make. n From a very early age, children learn skills that contribute to their growing independence. For example, children help to prepare the fruit and vegetables before their snacks and meals. They sit at a table and carefully cut and slice their cucumber and banana. The childminder ensures that the food is cut to a suitable size, helping to reduce potential risks while children eat. The childminder teaches children how to brush their teeth and talks to them about food that contributes to a healthy and balanced diet. This helps to build on

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need to do better?

children's growing awareness about positive choices to support their health. n Since her last inspection, the childminder has strived to enhance her knowledge and understanding of how children learn and develop. For example, she has completed a recognised level 3 qualification in early years education. The ambitious childminder is motivated to help ensure that she and her assistants make continual improvements to the care and education they provide. Opportunities still exist for the childminder to access even more dynamic professional development to help her recognise and consistently provide outstanding outcomes for children.

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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 seek dynamic and inspirational professional development opportunities to help identify and implement exceptional practice that provides consistently outstanding outcomes for children.

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Setting details

Unique reference number EY546156 Local authority Central Bedfordshire Inspection number 10368476 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 17 Date of previous inspection 21 March 2019

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Information about this early years setting

The childminder registered in 2017 and lives in Dunstable. She operates all year round, from 8am to 4.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate early years qualification at level 3 and works with an assistant. The childminder provides government funded early education for eligible children.

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Inspection activities

n The inspector observed activities in the childminder's home. She spoke to the childminder, staff and children at appropriate times throughout the inspection. n The childminder described her curriculum to the inspector. She linked activities and outings to what children need to learn next. n The inspector watched an activity. The childminder and the inspector discussed the impact teaching has on children's progress. n The inspector viewed a range of documentation, including the evidence of the suitability of the childminder, household members and staff. Children's attendance records and information about their next steps were seen. n Emails and testimonials sent in by parents were read by the inspector. She took their views into consideration.

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Inspection activities

13 December 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

13 December 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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