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 enjoy the time they spend in the nurturing care of the childminder and her co-childminder. They confidently explore this interesting learning environment, independently selecting their play from a wealth of age-appropriate resources. The childminder has a strong understanding of how children learn best. She plans interesting activities based around children's interests. For example, children identify colours and shapes of building blocks in their favourite construction activity. The childminder ensures she remains up to date with children's changing interests. She has created an 'All About Me' board that displays photos and information about children's early experiences, current fascinations and emerging skills. This well- considered planning ensures children remain engaged in play and make good progress in their learning.

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The provision is good

Children enjoy exciting learning opportunities outside of the setting. They discuss the trips they make to the zoo and the different animals they learn about. The childminder provides opportunities for children to develop their social skills. They regularly attend structured group sessions where children learn to play cooperatively with others.

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need to do better?

n The childminder adapts her teaching well during activities to support the varied learning needs of the children who attend. For example, young children explore the different shapes and texture of pasta in a sensory activity. Older children develop their fine motor and mathematical skills while measuring the pasta out into different containers. However, the same sharp focus is not always placed on supporting children's communication and language skills during activities. The childminder does not take every opportunity to extend children's vocabulary or engage them in discussions around their exploration in activities. n Relationships with parents are strong. Parents speak highly of the childminder, her co-childminder, the nurturing care they provide and the close bonds children form with them. The childminder regularly shares information about children's routines and development. Parents comment on how this effective

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need to do better?

communication keeps them well informed about their children's progress. The childminder engages well with families from the start. She gathers detailed information regarding children's early experiences and considers this when planning their learning and routines. This careful consideration supports children to settle swiftly in the childminder's care. n The childminder places a sharp focus on supporting children's safety and welfare. She confidently explains how she identifies children who may be at risk from harm and the correct referral process to follow. The childminder discusses how she keeps the environment safe for all children who attend, in particular the

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need to do better?

11 February 2025 robust processes she adopts around mealtimes and nap times. n Relationships with other childcare professionals are strong. This is particularly evident when addressing concerns around children's development. The childminder seeks advice and support to develop strategies that support children's specific needs. She works closely with staff from other settings the children attend to share ideas and provide a consistent approach to supporting children's development. n Children are polite and always demonstrate good manners. The childminder and her co-childminder are good role models who are kind and respectful towards others. Children form close relationships with one another and follow the childminder's instructions well. For example, when they hear their 'tidy-up' song, all children work together to clear away resources. However, when children demonstrate unwanted behaviour, the childminder is not consistent in her

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need to do better?

approach. She does not always encourage children to explore their feelings and the impact the resulting behaviour has on others. n The childminder monitors children's progress closely. Assessments are robust and reflect children's abilities. The childminder uses her findings to inform her planning and influence her teaching. For example, children engage in group-play sessions throughout the day to support their understanding of the need to play cooperatively.

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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 develop consistent strategies that support children to explore and understand their emotions and the impact the resulting behaviour has on others n promote children's language development further by embracing every opportunity to engage children in discussions and model new vocabulary during activities.

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Setting details

Unique reference number EY540763 Local authority Central Bedfordshire Inspection number 10388873 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 14 Date of previous inspection 8 April 2019

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Information about this early years setting

The childminder registered in 2016. She works with a co-childminder from her co- childminder's home in Dunstable. The childminder operates Monday to Thursday, from 7.30am until 5.30pm, all year round, except for bank holidays and family holidays. The childminder 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 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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