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 feel safe and comfortable in the childminder's home. This is because the childminder has built strong and positive relationships with the children, allowing them to feel secure and thrive in her care. As they walk through the front door, the childminder greets them with a warm smile. The children are also pleased to see the childminder's pet dog, Smudge.

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The provision is good

Children confidently express their preferences for activities, and the childminder listens attentively, ensuring their interests are incorporated into the activities that form the curriculum. There is a wide variety of resources, including books and role- play materials, supporting early literacy, communication, and children's imaginative play. The childminder fully immerses herself in children's play, actively engaging in role-play scenarios alongside them to support their learning. For example, during supermarket role-play, she names products, models language, and demonstrates the process of buying items. She pretends to scan each product, counts the items as the children pack their bags, and informs them of the total cost, which the children enjoy. Children understand the rules and the boundaries, such as helping to tidy away the toys when needed and playing kindly with one another. This is because the childminder has a well-embedded routine that helps children

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The provision is good

understand expectations and the importance of listening and being kind to one another.

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need to do better?

n The childminder prioritises children's communication and language development through various activities, including the use of flashcards, number recognition exercises, singing nursery rhymes, and frequent conversations. n Regular trips are organised to local places of interest such as the local zoo, parks and libraries. The childminder holds an annual pass to the zoo, allowing children to experience nature and expand their knowledge of the world. n The childminder integrates literacy into daily routines, using snack time as an opportunity to share books with the children. She reads in an engaging and animated manner, capturing children's attention and encouraging participation. She frequently pauses during stories to invite children to join in with familiar words and phrases, reinforcing their language development. n The childminder regularly incorporates ambitious language into her interactions,

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need to do better?

ensuring children are exposed to rich vocabulary that extends their communication and comprehension skills. n The childminder engages children in activities that develop fine motor skills. For example, they place coloured cupcake holders into a baking tray and use tweezers to pick up coloured pom-poms and place them into the correct colour cupcake holder while counting and naming colours.

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need to do better?

8 May 2025 n Children demonstrate familiarity with vocabulary during the reading of a picture book, confidently joining in with the words for sounds, such as 'whish' and 'whoo'. Books are an integral part of the learning environment. A diverse selection is available, including number books, books tailored to children's interests such as trains, flip books, and sensory books with interactive elements such as lift-the-flap features. n The childminder supports children's readiness for school. This is because she promotes independence through activities such as putting on coats and shoes, opening lunch boxes, managing toilet training, and developing the confidence to engage with other children. n Children have made good progress since being in the childminder's care, showing improved fine motor skills, social confidence, engagement in literacy, and language development. However, while activities focus on children's

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need to do better?

interests, some are not specifically planned to support the developmental skills that individual children need to learn next. This means that sometimes, this learning is incidental rather than effectively planned for. n The childminder creates a warm and supportive environment where parents and children feel welcome. Parents value her dedication and engaging approach, noting their children's enthusiasm for attending and the positive impact on their children's development, confidence, and emotional well-being. n The childminder maintains regular communication with parents, providing updates on their child's progress, daily activities, and any new interests or developmental milestones which ensures parents feel informed and involved in their child's learning journey. n The childminder actively promotes children's good oral health, embedding such learning within the curriculum and encouraging children to understand why

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need to do better?

caring for their teeth is essential. n The childminder participates in a local childminding group, which offers activities, such as music and movement sessions, where children sing songs and engage in physical movement. This supports children to develop their social interaction skills. n The childminder takes a reflective approach to her practice, remaining open to feedback and making improvements where necessary to enhance the quality of her provision.

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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:

8 May 2025 n further enhance the curriculum to ensure planned activities also focus on the specific skills children need to achieve, so that this leads to better skill progression.

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Setting details

Unique reference number EY476530 Local authority Central Bedfordshire Inspection number 10380624 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 7 Date of previous inspection 17 June 2019

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Information about this early years setting

The childminder registered in 2014 and lives in Dunstable. She operates during term time from 8am to 5pm Monday to Thursday. The childminder offers government funded early years education for eligible children.

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Inspection activities

n The childminder and the inspector had a discussion about how the curriculum is organised and what the childminder intends children to learn while in her care. n Parents shared their views of the setting with the inspector. n The inspector observed the interactions between the childminder and the children. n The inspector spoke with the childminder at appropriate times throughout the inspection.

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Inspection activities

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

8 May 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

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

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