Childminder EY544764

Overall effectiveness Good

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

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The provision is good

Children are happy, settled and play and learn with enthusiasm. They move around the playroom and garden, finding resources and activities that interest them. This helps to trigger new experiences that build on what they already know and understand. The childminder responds well during her interactions with children, helping to add challenges that support children's learning. Since her last inspection, the childminder has enhanced her curriculum. She plans a greater variety of educational activities with her staff to encompass what children need know next in their sequence of learning. As a result, the childminder and her staff consistently provide good-quality education, helping to support children's continued progress.

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The provision is good

The childminder consistently promotes children's positive behaviour through simple rules and routines. From a very young age, she supports children to share and begin to take turns. Minor disputes are quickly resolved, enabling children to play and learn in a harmonious environment. While children begin to play alongside or with their friends, they develop a sense of belonging. Children hear words that link to emotions, helping them to begin to identify how they and their peers might be feeling. This helps to support their personal development.

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need to do better?

n The childminder has made significant improvements to her provision. She has adapted the playroom and garden, creating more space for children to freely play and explore. This enhances their ability and desire to experiment and investigate. The childminder has strengthened her knowledge and understanding of how children of different age groups develop and learn. This has helped her introduce new strategies and teaching methods that contribute to children's development. For example, the level of background noise has been reduced, enabling very young children to focus on open questions and narration the childminder provides. As a result, children develop a wide and meaningful vocabulary. By the time children leave for nursery or school, they are articulate and confident individuals. n Children are eager to learn. They gather around a tray containing dried spaghetti, pasta and cereal hoops. They watch the childminder thread the hoops

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need to do better?

onto the spaghetti, before having a go for themselves. Older children begin to count the hoops while their younger friends feel the different textures in the tray. At another tray, children work out if they can fit small bears down construction tubes. The childminder points out why the bears do not fit, encouraging children to find different bears to continue the experiment. Through their perseverance, children begin to solve problems for themselves. n The childminder welcomes opportunities to strengthen her practice through continued professional development. She holds regular meetings with her

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need to do better?

16 September 2025 assistants to reflect on children's experiences and progress. They work well as a team, sharing ideas and tasks so that children do not wait for long periods of time, such as before they transition between the house and garden. However, snack time is not as well organised. For example, young children struggle to focus on listening to stories or songs while they eat. As a result, there are times when they become distracted and do not fully embrace or make the most of learning experiences. n Partnerships with parents are effective. The childminder shares information with them through a secure electronic application, helping to illustrate the progress children have made. She gives parents ideas about activities they can do at home, helping parents to continue to support children's learning. Before children start in her care, the childminder meets with their parents. She gathers information about children's interests, daily routines, traditions, family life and

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need to do better?

important medical information. This helps the childminder settle children through a consistent and nurturing routine. However, the childminder does not always find out about what children already know, do and understand to help her identify children's starting points and next steps in the areas of learning right from the start.

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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 organise snack times more effectively to enable children to participate and engage n gather even more information from parents about what children already know and can do to swiftly identify their developmental starting points.

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Setting details

Unique reference number EY544764 Local authority Central Bedfordshire Inspection number 10386335 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 18 Number of children on roll 16 Date of previous inspection 14 January 2025

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Information about this early years setting

The childminder registered in 2017 and lives in Dunstable. She works with assistants and operates all year round from 7.30am to 5.30pm, Monday to Thursday. The childminder offers government funded places for childcare.

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Inspection activities

n The inspector observed activities in the childminder's home and garden. She spoke to the childminder, her staff and children at appropriate times throughout the inspection. n The childminder described the curriculum she provides and how this helps children's development. n The inspector and childminder talked about the quality of teaching and learning they observed. n The inspector viewed a range of documents, including the evidence of training courses undertaken by the childminder and her staff. n The inspector took the views of parents into consideration in her assessment of the provision.

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Inspection activities

16 September 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

16 September 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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