Wild, Kellie

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

p.1

The provision is good

Children benefit from a calm and welcoming atmosphere, where they feel safe, happy and secure. The childminder creates a peaceful environment by maintaining a consistent routine and speaking to children with kindness and respect. As a result, children approach their day with confidence and eagerly engage in the activities available. The childminder's gentle tone and warm interactions help children feel reassured, even in new or challenging situations.

p.2

The provision is good

The childminder builds warm and trusting relationships with each child. She notices the little things that make each child feel special and adjusts her approach to suit their developmental stage. She gives thoughtful attention that helps children feel valued and supported as individuals, enabling them to explore and try new things at their own pace.

p.2

The provision is good

The childminder plans activities that encourage children to develop social skills and positive behaviours. She provides gentle reminders about turn-taking, saying 'please' and 'thank you' and using kind words. Her calm, consistent approach helps children demonstrate behaviour that is age-appropriate. They listen carefully, follow instructions and interact positively with others. By creating opportunities to play alongside each other, such as building towers or engaging in role play, the childminder helps children build connections and feel proud of their achievements.

p.2

need to do better?

n The childminder works closely with parents to ensure consistency in children's care and development. She maintains open communication and mutual respect, which gives parents confidence in her support. Parents describe her as 'fantastic' and 'trustworthy' and value her advice on potty training and emotional development, creating a shared approach to learning. n The childminder is reflective in her practice, regularly evaluating what works well and identifying areas for improvement. She attends training and workshops to enhance her skills and knowledge. This ensures that she continues to provide a high-quality learning environment tailored to the needs of the children. Her strong understanding of child development allows her to plan meaningful next steps that help children progress across all areas of learning. n Emotional development is a key focus in the childminder's curriculum. She uses role play, stories and real-life examples to help children understand and manage

p.2

need to do better?

their feelings. Gentle explanations provide children with strategies to handle everyday situations such as managing frustration or sharing with others. This nurturing approach helps children feel emotionally secure and ready for their next stages of development. n Children are encouraged to be independent. The childminder adjusts the level of

p.2

need to do better?

30 January 2025 support to suit each child's stage of development. She models tasks, offers explanations and encourages children to 'have a go'. She also provides activities such as using tweezers or threading to strengthen hand muscles, helping children develop self-help skills. Through consistent encouragement and celebration of their efforts, the childminder builds children's confidence and self- esteem. Children take pride in their achievements, exclaiming, 'I did it.' n Children's language development is supported well through effective strategies such as repeating words, introducing new vocabulary and narrating activities. For example, when discussing a shark during play, the childminder explains it has 'sharp teeth', which children eagerly repeat. These techniques help children make good progress in their communication skills. n Reading is a cherished activity in the setting. The childminder engages children

p.2

need to do better?

by asking thoughtful questions such as 'How do you think the character feels?' and encouraging them to connect stories to their experiences. For example, she links a book about animals to a recent trip to the zoo. This approach sparks curiosity, nurtures a love of reading and helps children understand that books are a source of knowledge and enjoyment. n The childminder integrates mathematical learning into daily activities, such as counting during play and comparing sizes and shapes. While these opportunities support early numeracy, the childminder has not yet fully embedded a structured approach to ensure children build on their mathematical knowledge and thinking.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

p.3

should:

n develop the curriculum for mathematics to specifically set out what the intention is that children learn.

p.3

Setting details

Unique reference number EY258267 Local authority Central Bedfordshire Inspection number 10372093 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 7 Date of previous inspection 2 April 2019

p.4

Information about this early years setting

The childminder registered in 2003 and lives in Sandy. She operates all year round, from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder offers government funded places for eligible children.

p.4

Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure that they are safe and suitable. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years curriculum. n The childminder spoke to the inspector about children's learning and development. n The inspector observed the interactions between the childminder and the children. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n Parents shared their views of the setting with the inspector.

p.4

Inspection activities

30 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.

p.4

Inspection activities

30 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6