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

Children's safety and welfare are compromised. The childminder shows insufficient understanding of his responsibility to meet the safeguarding and welfare requirements of the early years foundation stage. He does not consider his safeguarding knowledge and how to apply it when identifying possible concerns about children in his care. Furthermore, the childminder does not understand his responsibility to follow safeguarding procedures around making referrals to the appropriate authority.

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The provision is inadequate

The childminder demonstrates little knowledge of the early years foundation stage learning and development requirements. His lack of knowledge around how children learn, and the current abilities of children in his care, means that his teaching does not build on what children already know and can do. This does not support children in making good progress from their starting points.

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The provision is inadequate

Nevertheless, children have a close relationship with their childminder and enjoy the time they spend in his care. They seek him out for affection when tired and sit with the childminder to explore sensory books together. Children enjoy interesting experiences outside of the home. Along with their childminder and his co- childminder, they attend various group play sessions and trips to the local library. Children have access to fresh air and outdoor play opportunities during daily outings to local parks.

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need to do better?

n Safeguarding procedures are weak. Although the childminder can discuss the signs and symptoms that could indicate that a child is at risk from harm, he does not relate this knowledge to children in the setting. The childminder has failed to implement the setting's safeguarding procedures. For example, he has not raised concerns regarding the safeguarding practice of his co-childminder. n The childminder does not demonstrate a robust understanding of the early years foundation stage learning and development requirements. As a result of this lack of knowledge, he is not able to develop and implement a broad curriculum that provides children with strong foundations for their future learning. The activities and teaching he provides do not build on what children already know and can do. For example, babies are supported to complete workbooks that encourage them to use pens and learn to write their names. Activities such as these are too

p.2

need to do better?

ambitious for the children involved and do not support them in making appropriate levels of progress for their stage of development. n The childminder does not demonstrate accurate and detailed knowledge of the children in his care. The learning experiences he provides do not consider the individual needs, interests and current abilities of children. For example, babies

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need to do better?

29 September 2025 and older children are all encouraged to identify numbers written on locks, match them to the corresponding keys and use these keys to open the locks. Children do not yet have the mathematical knowledge and fine motor skills to engage in this task. As a result they become disinterested and gain no learning from this activity. n During activities, the childminder does not provide appropriate teaching and support to develop children's knowledge and skills across all areas of learning. This is particularly evident in his approach to promoting children's communication skills. For example, he does not consistently recognise how to encourage children to explore language and learn new words. He does not engage children in discussions at appropriate times during activities to develop their confidence in their ability to communicate. This does not support children to make good progress in their learning and development.

p.2

need to do better?

n The key-person system is ineffective. The childminder has little knowledge of children's experiences at home, and relies on his co-childminder to share daily information with families about children's routines. Furthermore, parents receive little guidance on how to further support children's development at home. This does not promote a collaborative approach to children's learning. n The childminder is unable to identify strengths and areas for development in his practice. He does not reflect on how developing his own knowledge and skills could support him in delivering appropriate learning and development experiences for children. n Parents appreciate the flexible care the childminder offers. They report that their children enjoy the time they spend with the childminder and state that children look forward to attending.

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

develop a secure understanding of responsibilities in relation to the setting's safeguarding procedures, including referring any concerns around the safeguarding practice of others to the appropriate authority 06/11/2025

p.3

Due date

29 September 2025 develop and implement a curriculum that clearly identifies what individual children need to learn, and continues to provide appropriate challenge that supports all children to make good progress 15/12/2025

p.3

Due date

make effective use of professional development opportunities to improve skills and knowledge and gain a secure understanding of how to provide good- quality teaching and care for all children 15/12/2025

p.4

Due date

develop an effective key-person system that promotes a collaborative relationship with carers and ensures children's care is tailored to meet their individual needs 15/12/2025

p.4

Due date

communicate essential information around children's learning and development with parents and how they can share learning at home. 15/12/2025

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Setting details

Unique reference number 2796237 Local authority Central Bedfordshire Inspection number 10420677 Type of provision Childminder

p.5

Registers

Early Years Register, Compulsory 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 Not applicable

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Information about this early years setting

The childminder registered in 2024 and lives in Houghton Regis, Bedfordshire. The childminder works with a co-childminder. He operates all year round from 7.30 to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides the government funded places for all eligible children.

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Inspection activities

n The inspector looked at a sample of relevant documents, including details of training programmes completed. n The inspector observed the interactions between the childminder, co-childminder and children during activities. n The inspector observed the quality of teaching to assess the impact on children's learning. n The inspector and childminder completed a joint observation of an activity to assess the quality of teaching. n The inspector held discussions with the childminder about the monitoring of learning and development in the setting and tracked the progress of children.

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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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