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

The childminder places a strong emphasis on supporting children's emotional well- being by offering plenty of nurturing cuddles and fun activities. She creates positive interactions through engaging play, such as playing in the ball pit and peek-a-boo games, which the children thoroughly enjoy. This helps children to enjoy their time with the childminder and build positive relationships. The childminder supports children effectively to regulate their emotions through her calm and nurturing interactions.

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The provision is good

The childminder implements a well-rounded curriculum with clear intentions to prepare children for nursery or school. She focuses on building children's independence such as potty training, self-feeding, and dressing. Activities, such as play with pom-poms, help children build strength in their fingers as they try to pick them up and post them into bottles. The childminder ensures that resources are positioned at a low level to promote children's choice and independence in their play.

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The provision is good

Children are actively supported to learn how to share resources and take turns. The childminder acts as a positive role model, facilitating turn-taking, helping children to develop essential social skills and build positive relationships with their peers. This helps children to behave well and understand what is expected of them.

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need to do better?

n The childminder implements robust settling-in processes, ensuring she gathers comprehensive information about children's likes, dislikes, routines, and cultural backgrounds. This thorough approach enables her to meet the unique needs of each child and support their transition effectively. Settling-in sessions include meeting families to build secure relationships. When children start the childminder ensures she reflects children's interests in the environment to help them feel comfortable and engaged. For example, children that enjoy cars become engaged in pushing them along tracks. n The childminder shows a good understanding of how to help children build on their communication and language skills. She sings familiar nursery rhymes to children and uses props, such as finger puppets to promote engagement. Children smile as they hear their favourite songs helping them to build confidence with their speaking skills. The childminder uses questions to extend

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need to do better?

children's learning during play. However, sometimes she does not always leave enough time for children to process the question and give children time to answer. n The childminder demonstrates a strong commitment to children's physical and emotional well-being. She ensures children remain hydrated by offering regular

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need to do better?

23 January 2025 drinks and prepares healthy meals, creating positive eating habits. She monitors children closely during meals to ensure their safety. The childminder recognises when children are tired and meets their individual needs by settling them to sleep in a calm and supportive manner, ensuring that children's needs are fully met. n Children play with a range of technology toys and equipment. They become engrossed as they press buttons that lift the flaps or make toys pop up, helping them to begin to understand their actions have an effect. The childminder provides plenty of encouragement as children explore these resources, helping to build their confidence. n Children benefit from the childminder's strong links to the local community through trips to the park, singing sessions at the church hall, and rhyme time at the library. These experiences enhance children's physical development, social skills, and help to build on their understanding of the world around them.

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need to do better?

n The childminder skilfully weaves opportunities for children to develop their early mathematical understanding through engaging activities such as shape sorting. Children explore a variety of shapes and match them to the corresponding holes. The childminder provides effective guidance, demonstrating how to manipulate the objects to fit correctly, supporting children's early recognition of shapes and enhancing their problem-solving skills. n Parents speak highly of the childminder, stating that she is warm and friendly and instantly puts children at ease. The childminder communicates clearly with parents, sharing daily updates, photos of children's activities, and providing suggestions for continued learning at home. However, the childminder does not yet have robust methods established to liaise with other settings that children attend to gain information to further support continuity of care and 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 allow children more time to respond when asked questions to support their thinking and speaking skills to a higher level n establish more consistent methods for sharing key information with other settings that children attend to ensure continuity in their learning and development.

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Setting details

Unique reference number EY500280 Local authority Central Bedfordshire Inspection number 10316863 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 2 Date of previous inspection 23 May 2018

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Information about this early years setting

The childminder registered in 2016 and lives in Stotfold, Bedfordshire. She operates all year round, from 8am until 5pm, Tuesday to Thursday, except for bank holidays and family holidays. The childminder provides funded early education for eligible children.

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Inspection activities

n The childminder and inspector completed a learning walk together of all areas of the setting and discussed the early years curriculum. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n The inspector carried out a joint observation of an activity that the childminder carried out with the children. n The children communicated with the inspector during the inspection. The inspector took account of written views from parents. n The inspector looked at relevant documentation such as evidence of the suitability of the staff working in the setting and a selection of other records.

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Inspection activities

23 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

23 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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