Childminder in Bedford

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 creates a warm and welcoming home-from-home environment. She implements familiar routines that help children to feel safe and secure. For example, children willingly follow the childminder's instructions to tidy away the toys after they have finished. They excitedly join in as they sing their 'tidy up' song together. Clear boundaries and consistent expectations support children to behave positively and develop good relationships with their peers. The childminder is a good role model. Children replicate her friendly nature, and she smiles and warmly praises them when they are kind and share toys with their friends. During singing sessions, children delight as they receive 'high fives' from the childminder as they join in with the words and actions. Subsequently, children begin to recognise and celebrate their achievements.

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The provision is good

The childminder has a deep understanding of each child in her care, and this enables her to build secure, trusting relationships from the outset. Children, including those who are new, seek out the childminder for emotional reassurance as well as to invite her into their play. Children take it in turns as they play hide and seek. They laugh and giggle as the childminder hides and they try to find her. The childminder models language, such as 'on top', 'behind' and 'next to', as she narrates her actions while trying to find the children as they hide. Experiences such as these, contribute to children making the best possible progress in their learning.

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need to do better?

n The childminder provides a carefully planned and purposeful curriculum, with a clear intent to prepare children for the next stage in their learning journey. She identifies key skills that children need to develop, such as independence, social interactions and effective communication. n The childminder provides a language-rich environment, which includes introducing children to a range of vocabulary through songs. Music is incorporated in daily routines and children become excited as they take part in music and movement sessions. They join in confidently with songs about the days of the week, jump together when counting the number of frogs on the log and attempt to sing songs where they count in Spanish. The childminder carefully considers the songs she provides, enabling children to build on their vocabulary, develop an understanding of similarities and difference and gain an awareness of mathematical concepts.

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need to do better?

n The curriculum for mathematics is well embedded into daily activities. As children explore the sand, the childminder encourages them to count the candles on their cake and discuss the shape of the cutters they choose to use. Children hear and use mathematical language as they play hide and seek. The childminder encourages them to count as they wait for their friends to hide.

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need to do better?

20 May 2025 Subsequently, children are gaining age-appropriate experiences which enhance their mathematical knowledge. n Children have positive attitudes to their learning and play. The childminder considers children's individual needs and interests and plans activities to support their progress in learning. For example, all children enjoy exploring the building blocks. Older children talk about the different emotion faces they find on each block and then recreate that emotion with their own facial expressions. Younger children build on their fine motor skills as they attempt to join the blocks together. However, occasionally, during adult-led activities, the childminder does not fully consider the learning needs of all children. This means that, at times, younger children are not consistently supported to make the best possible progress. n Partnerships with parents are effective. The childminder keeps parents well

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need to do better?

informed about their children's learning and development. She encourages them to share their children's achievements and experiences outside the setting. For example, children care for a toy dog called 'Duggy' and parents record what their children have done with him at home. Children enthusiastically share and recall their experiences, explaining to visitors about their time with 'Duggy'. However, the childminder has not yet established effective links with other settings children attend, to deepen her knowledge of their development and experiences in other contexts. This means that children do not consistently benefit from a shared approach to their learning. n The childminder regularly attends online webinars, with a focus on developing a particular interest for teaching and learning or where it has been identified that the course will further support children in her care. She ensures that all essential

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need to do better?

training, including paediatric first aid, is up to date. The childminder is dedicated to her ongoing professional development to enhance her knowledge and skills.

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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 enhance partnerships with other settings that children attend, further promoting continuity and support in their learning and development n consider the stages of development of younger children more effectively in the organisation of group activities.

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Setting details

Unique reference number EY470108 Local authority Bedford Inspection number 10392076 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 5 Date of previous inspection 1 August 2019

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Information about this early years setting

The childminder registered in 2013 and lives in Bedford. She operates all year round from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays. She offers government funded early education for all eligible children.

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Inspection activities

n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n The inspector observed how the childminder interacted with children and spoke with the children present. n The inspector and childminder completed a joint observation of an activity to assess the quality of teaching. n The childminder provided the inspector with a sample of key documentation on request. n The inspector took account of the views of parents.

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Inspection activities

20 May 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 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

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