Childminder in Bedford

Overall effectiveness Outstanding

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

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The provision is outstanding

Children thrive in the childminder's care. The childminder takes time to get to know children and their families incredibly well from the start. She continues to share and gather information from parents about children's progress and changing interests. The childminder uses this knowledge to inform planning and insightfully adapts her approach to sustain children's motivation and divert attention to help them manage their behaviour well. Children benefit from this consistent approach to learn how to consider the impact of their actions for their friends. They begin to resolve minor conflict as they start to initiate turn-taking and sharing.

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The provision is outstanding

The childminder is highly focused on providing children with high-quality learning experiences. She talks to children as they play, introducing new words that support their understanding and help them build a wide vocabulary. Children remember that animals are helped by the 'vet' and pretend to be a slithering snake as they devise different ways to move over disused tyres. Children have regular opportunities to develop and practise a wide range of physical skills that help to develop their gross and fine motor skills. They show excellent levels of resilience and 'can-do' attitudes as they shoot balls through hoops of different heights. They build hand-eye coordination as they carefully colour in pictures within the lines.

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need to do better?

n The well-qualified and experienced childminder uses her professional knowledge of typical child development well to establish the over-arching aims of teaching and learning for children in her care. She establishes the precise needs of each child and plans effectively, tailoring her approach to meet their individual stage of development. Continuous assessment of children's progress and sharing information with parents contributes to children securely gaining the knowledge and skills they need for the next stage in their education. n Parents are incredibly positive about the childminder and their child's experiences. They notice what children have learned from the childminder. They comment on the childminder's focus to help children develop social and communication skills as well as her clear and consistent approach to supporting children's behaviour and setting boundaries. Parents say that communication is

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need to do better?

extremely effective as they receive information about their child's day, how to help with ongoing learning at home and often seek advice from the childminder. n The childminder is very proactive in continually developing her knowledge to improve children's experiences. She undertakes training and research and makes changes to her practice and the environment she provides as a result. For example, she has made changes that have captured children's interest in construction and mathematics. Children are developing a secure understanding of number and simple addition.

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need to do better?

20 February 2025 n The childminder has a strong sense of community and engages in joint ventures with a range of other providers to consider the wider needs of the children attending their settings. This includes information about local safeguarding risks to children as well as developing and sharing resources that widen their experiences, such as den-making and forest school activities. This significantly contributes to children's understanding and awe and wonder in the world around them. n Children, including those who speak English as an additional language, are confident talkers. The childminder adeptly uses a variety of ways to support children's communication and language development. She is incredibly patient and gives children plenty of time to think and share their ideas and views. This also helps children to feel valued and gain a sense of belonging. n The childminder encourages children to do things for themselves from the start.

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need to do better?

Children gain increasing independence in managing their toileting needs, as well as putting on coats and shoes to play outside. The childminder seeks children's consent before helping with hygiene routines. Children learn about what their bodies need. The childminder encourages them to listen to their racing heart after physical exercise and think about what they need to do next. n Children make links in their play to prior learning, demonstrating that learning is embedded. They use number in play and compare sizes of containers that they fill and empty. They recall stories they have enjoyed, such as Stick Man as they use natural 'ingredients' found on nature walks to concoct pies and cakes. When they blow bubbles on a windy day, they marvel at how high the bubbles soar, making comparisons to the house and speculating how high they will reach.

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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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Setting details

Unique reference number EY542602 Local authority Bedford Inspection number 10368006 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 8 Date of previous inspection 5 March 2019

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Information about this early years setting

The childminder registered in 2017. She lives in Bedford. The childminder offers care for children from 7am to 5.30pm, Monday to Friday, all year round, except for bank and family holidays. The childminder provides government funded education for eligible children. She holds an appropriate early years qualification at level 3.

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Inspection activities

n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for the early years foundation stage curriculum. n Children spoke with the inspector during the inspection. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The childminder and the inspector discussed how the curriculum has been implemented and the impact that this has had on children's learning. n Parents provided written feedback to share their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

20 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

20 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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