Childminder EY544764

Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Requires improvement Leadership and management Requires improvement Overall effectiveness at previous inspection Good

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The provision requires improvement

The quality of interactions between the childminder, her staff and the children are not always effective. For example, on occasions they overlook opportunities to build on children's interests as they play, to ask questions and stimulate the curiosity of babies. This results in some children having no purpose to their play during these times. Furthermore, the childminder and her staff do not always provide non- mobile babies with sufficient learning opportunities when they are taken outside in the garden. They are constantly held and passed between the adults.

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The provision requires improvement

Nevertheless, children demonstrate that they feel safe, behave appropriately and are happy to attend. The childminder, with the support of her staff, provides activities for older children to identify their facial features and talk about their emotions when they look at themselves in the mirror. Older children talk about their facial features and count how many eyes and ears they have. Younger children proceed to make marks on paper to represent their faces. Older children draw recognisable pictures and are encouraged to write their name on their drawing. They smile and are praised for their achievements. This develops children's confidence and encourages them to persist at the activity. The childminder, with the support of her assistants, encourages older children to use their feet to move wheeled toys and explore the sand.

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need to do better?

n The childminder demonstrates a willingness to make further improvements to enhance the quality of the learning opportunities provided for the children. She demonstrates an appropriate understanding of her curriculum intent and how it should be implemented. However, the delivery of the curriculum is occasionally hindered. The childminder and her staff do not always motivate children's engagement in their play, to build on what they already know and can do. n The childminder and her staff do not always implement their planned daily routines and transitions into the garden effectively. For example, children sometimes wander around with no purpose while they wait for the completion of nappy changing and handwashing routines, before they are able to go outside to play. Therefore, the best use of learning opportunities is not always made at these times. Additionally, babies and older children are expected to sit for

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need to do better?

sometime while they wait for their lunch to be served. n The childminder has accessed some training opportunities. However, her systems for self-evaluation to identify areas of weakness in practice are not effective. She does not identify and address improvements quickly enough to raise the quality of teaching to a consistently high standard to ensure all children make good progress. n The childminder and her staff know the children well and develop caring

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need to do better?

14 January 2025 relationships with them. All children receive comfort and cuddles if they are upset or have an accident, which supports their emotional well-being. Furthermore, children are held closely when they are bottle fed. This successfully supports them to settle and prepare for their sleep. n The childminder and her staff support children's language and communication skills. Children learn a range of rhymes and especially enjoy those with actions, such as 'The wheels on the bus' rhyme. Additionally, the childminder and her assistants share story books with the children. n The childminder broadens children's range of experiences by taking them on planned outings. For example, children visit the zoo and a nature reserve to observe and learn about wild animals. Additionally, older children recall what they have learned about the royal family. They pretend small-world figures are a queen and princess as they play.

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need to do better?

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 helps to ease the transition from home to the childminder's care. Information is shared with parents about their child's progress and care.

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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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Due date

improve interactions with children to ensure they receive consistently meaningful learning experiences that build on what they already know and can do and stimulates their interests 28/03/2025

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Due date

ensure weaknesses in practice are identified and that staff are provided with the coaching and the support they need to further develop their teaching skills and interactions with the children. 28/03/2025

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should:

14 January 2025 n review the organisation of routines and transitions into the garden to better meet children's individual needs and learning outcomes.

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Setting details

Unique reference number EY544764 Local authority Central Bedfordshire Inspection number 10378871 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 24 Number of children on roll 19 Date of previous inspection 26 February 2019

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Information about this early years setting

The childminder registered in 2017 and lives in Dunstable. She works with assistants and operates all year round from 8am to 6pm, Monday to Thursday. The childminder offers government funded places for childcare.

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Inspection activities

n The childminder showed the inspector the areas of her home that children access. They discussed how the childminder organises her setting and plans the curriculum and experiences for children. n The inspector viewed areas of the childminder's home used by the children and discussed the safety of the premises. n The inspector observed children taking part in activities with the childminder and her assistants, and assessed the impact on children's learning. n Children spoke with the inspector during the inspection. n The childminder provided the inspector with a sample of key documentation on request. 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

14 January 2025 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 January 2025 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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