Childminder in Central Bedfordshire

Overall effectiveness Inadequate

The quality of education Inadequate Behaviour and attitudes Inadequate Personal development Inadequate Leadership and management Inadequate Overall effectiveness at previous inspection Not applicable

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The provision is inadequate

The childminder does not promote children's welfare. She fails to effectively monitor concerns in a child's life to ensure she can identify issues at the earliest possible time. The childminder does not plan or implement a curriculum that supports children to make good progress in their learning. She does not challenge and extend learning opportunities for children to achieve their next steps in learning. The childminder is unable to robustly evaluate her practice to make meaningful improvements. Additionally, the arrangements for children with special educational needs and/or disabilities (SEND) do not provide effective support to help these children achieve.

p.2

The provision is inadequate

The childminder and her co-minder understand the importance of developing children's communication skills. However, the childminder does not consistently encourage children to learn new vocabulary and practise their speaking skills. For example, when she plays with children she does not recognise how to introduce new and interesting words and use conversations to extend children's learning. This does not inspire children to continue learning and enhance their thinking.

p.2

The provision is inadequate

That said, children are settled in the childminder's home. The childminder and her co-minder have built secure bonds with the children. Children confidently access resources and generally behave well.

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need to do better?

n The childminder does not make sure she swiftly identifies possible patterns of concern for a child. Therefore, children's welfare is not assured. The childminder has knowledge of what the local procedures are and a suitable policy in place. However, she has failed to follow these procedures. n The childminder does not ensure that the curriculum is sufficiently challenging for all children. She knows the children well, including their interests and next steps. However, the childminder fails to use this information effectively to plan exciting and challenging experiences that build on what children already know and can do. This means that children do not make good progress in their learning. n The childminder does not support children with SEND successfully. She has identified that using signs and visual cues will support language development. However, she does not use these consistently. The childminder has not worked

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need to do better?

closely with professionals or persistently pursued guidance and advice to help her gain knowledge that will further support these children. n While mealtimes are managed safely, children receive limited interaction from the childminder at these times. For example, routine tasks take her away from direct engagement with the children and she does not start conversations with

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need to do better?

29 September 2025 them. As a result, some young children are sitting in high chairs, with limited interactions for long periods of time and become bored. This does not support young children's communication and physical development. n The childminder does not consistently support children to make progress in their learning and development. She encourages children to play with blocks and adds some mathematical language, such as 'big', and helps children to count accurately. However, when children lose interest, the childminder does not skilfully encourage them to maintain their concentration to build on what they already know and can do. n Although the childminder has completed actions that Ofsted raised at previous regulatory visits, she has not shown she is able to meet requirements consistently. She is not able to evaluate her practice accurately to identify weaknesses. While she has undertaken a range of training, she has not been

p.2

need to do better?

able to effectively target this to improve her teaching skills. n The childminder communicates with parents sufficiently. She shares information about children's day and relevant assessments.

p.3

Safeguarding

The arrangements for safeguarding are not effective.

p.3

Safeguarding

There is not an open and positive culture around safeguarding that puts children's interests first.

p.3

Due date

implement robust safeguarding procedures to ensure that possible patterns of concern in a child's life are monitored effectively and share information in a timely way to ensure the needs of all children are met 20/10/2025

p.3

Due date

ensure arrangements to support children with special educational needs and/or disabilities (SEND) are meeting children's needs effectively 20/10/2025

p.3

Due date

improve skills and knowledge to ensure children receive high-quality education, with particular reference to teaching skills 15/12/2025

p.3

Due date

29 September 2025 establish a curriculum that considers all areas of learning to ensure children thrive and make good progress in their learning 15/12/2025

p.3

Due date

use the information obtained about children to implement a challenging and enjoyable learning experience, that is tailored to the individual needs of children. 15/12/2025

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Setting details

Unique reference number 2757050 Local authority Central Bedfordshire Inspection number 10420680 Type of provision Childminder

p.5

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.5

inspection

Total number of places 6 Number of children on roll 7 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2023 and lives in Houghton Regis. She operates all year round except for bank holidays and family holidays. She works full time with a co-minder. Sessions are Monday to Friday, from 7.30am to 6pm. She holds a relevant early years qualification at level 3. The childminder provides funding for all eligible children.

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Inspection activities

n The childminder talked to the inspector about their curriculum and what they want the children to learn. 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 reviewed several written testimonials from parents during the inspection and considered their views. n The inspector and childminder evaluated an activity together and its impact on children's learning. n The childminder provided the inspector with a sample of key documentation, including accident forms, suitability checks and the childminder's paediatric first- aid certificate. n The inspector spoke with the childminder, her co-minder and the children at appropriate times throughout the inspection.

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Inspection activities

29 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

29 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

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