Randall, Kelly

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 works closely with her co-childminder to create an exciting, self- contained learning environment that children enjoy the freedom of exploring. Children independently select activities and resources that are well organised and age-appropriate. The childminder considers children's varied interests well when planning exciting learning opportunities. For example, she encourages children to identify and explore the features of different shapes around their fascination with vehicles. She creates road templates that children 'drive' their cars along, exploring the different number of sides and corners they have. These well-considered teaching strategies support children to remain engaged in meaningful play throughout their time at the setting.

p.2

The provision is good

Children are confident and demonstrate they feel safe in the care of their nurturing childminder. They engage well with visitors, showing them around their cabin and inviting them into their play. The childminder supports these behaviours well by preparing children for the day ahead using visual planners. She establishes clear routines that children follow well. For example, when children hear their 'tidy-up' song, they immediately work together to put away the toys ready for their snack.

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need to do better?

n Parents are complimentary about the childminder and the care she provides. They particularly value the close relationships children have with the nurturing childminder and her co-childminder. Parents acknowledge how these close bonds support children to settle well in their care. The childminder shares information about children's routines and progress via an electronic journal system. Parents comment on how this effective communication keeps them well informed about their children's progress. n The childminder adapts her teaching well during activities to support the varied learning needs of the children who attend. For example, during song time, young children develop physical strength mimicking the actions the childminder demonstrates. Older children are encouraged to explore simple mathematical concepts using their fingers to count and complete basic sums. However, the childminder sometimes misses rich opportunities to develop children's

p.2

need to do better?

communication skills. She does not always extend children's vocabulary and explore new language around their interests during play. n Children remain safe throughout their time in this exciting learning environment. The childminder demonstrates a deep understanding of safeguarding issues and confidently explains the action she takes if she has concerns. She ensures all children remain safe during play. For example, she explains how she divides the room so that older children can enjoy playing with intricate resources without having an impact on their younger friends' exploration.

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need to do better?

11 February 2025 n The childminder and her co-childminder work well together, supporting the changing needs of all children in their care. They are swift to identify children's changing moods and work seamlessly alongside one another to accommodate children's needs. For example, when babies become tired after lunch, the childminder soothes them with stories and songs while her co-childminder supports older children in their play. n Children make good progress from their starting points. The childminder has developed robust strategies that enable her to support children's precise learning needs. She has created and regularly updates an 'All About Me' wall. Information and photos regarding children's families, interests and learning needs are easily accessible for her to refer to. n The childminder is committed to enhancing the care and support she provides for children and families. She regularly evaluates the care she provides, using

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need to do better?

feedback from parents and other professionals to make well-considered changes to her practice. For example, she has recently created a lobby area in her setting where children develop skills and routines that reflect those they will experience at nursery and school. Children learn to identify their names on hooks and hang their coats and bags up on arrival. However, the same robust evaluation is not demonstrated when accessing additional training opportunities to enhance her knowledge around children's learning and development.

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 seize every opportunity to model and explore new vocabulary with children and further promote their language and communication skills n identify opportunities to extend professional development that will enhance knowledge and further promote children's learning and development.

p.3

Setting details

Unique reference number EY547476 Local authority Central Bedfordshire Inspection number 10372241 Type of provision Childminder

p.4

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 14 Date of previous inspection 8 April 2019

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Information about this early years setting

The childminder registered in 2017 and lives in Dunstable. She works alongside a co-childminder. The childminder operates all year round from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. She provides funded early education for children aged from nine months up to four years.

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Inspection activities

n The inspector considered the views of parents by reviewing feedback letters. n The inspector looked at a sample of relevant documents. n The inspector observed the interactions between the childminder, her co- childminder and the children during activities. n The inspector observed the quality of teaching to assess the impact on the children's learning. n The inspector and the childminder completed a joint observation of an activity to assess the quality of teaching. n The inspector held discussions with the childminder about the monitoring of learning and development in the setting and tracked the progress of children.

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Inspection activities

11 February 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

11 February 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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