Landman, Caroline Dorothy

Landman, Caroline Dorothy

Unique reference number (URN): 2767090 Address: 30 Foxlease, Bedford, MK41 8AP Type: Childminder Registered with Ofsted: 27/12/2023 Registers: EYR, CCR, VCR Registered person: Landman, Caroline Dorothy

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Strong standard

Children's achievement across all areas of the curriculum is remarkable. All children, including those with special educational needs and/or disabilities or other barriers to learning, disadvantaged children and those known to social care, make excellent progress from their starting points. Children's communication and language skills are excellent for their age and stage of development, and they have a wide vocabulary. For example, children use the word 'tangy' when describing their satsumas. Children are incredibly independent in their play and learning, asking questions and following their own lead with gentle guidance from the childminder where necessary. Children have super physical skills, both in their small and large muscles. They knead dough with some force and run and climb competently in the garden.

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Achievement Strong standard

Children are extremely well prepared for school. They develop superb independence, such as pouring their own drinks, putting on their own shoes and being responsible for their own hygiene. Children can recognise their own names and are confident to speak to adults if they need help.

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Behaviour, attitudes and establishing routines Strong standard

Establishing routines that have a highly effective impact on children is a significant strength of the childminder's practice. She uses daily routines to promote deeper learning and positive relationships between the children. The childminder takes time to ensure that children are fully engaged in routines, such as mealtimes. Children take responsibility for setting the table and counting out the correct number of cups and pieces of cutlery. At times, they also help to wash the dishes afterwards. Children work together exceptionally well and take their responsibilities seriously. Their behaviour and attitudes towards one another are inspiring. These routines are firmly embedded, and children are very familiar with the pattern of the day within the setting.

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Behaviour, attitudes and establishing routines Strong standard

The childminder is an excellent role model, demonstrating calm, gentle and respectful interactions. As a result, children respond in the same way. They are especially kind to younger children and readily support them in their play. Respect is evident throughout the setting, including respect for one another, the environment and the resources within it.

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Behaviour, attitudes and establishing routines Strong standard

All children, including those with special educational needs and/or disabilities or other barriers to learning, show excellent attitudes to learning and engage fully in the highly stimulating and exciting experiences on offer. As a result, children are eager to attend and attendance is high. The childminder actively promotes the importance of regular attendance and punctuality with parents.

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Children's welfare and wellbeing Strong standard

The welfare and wellbeing of children are of the highest priority for the childminder. She knows the individual children, including those with special educational needs and/or disabilities or other barriers to learning, extremely well and clearly values them all. She has developed secure and nurturing attachments with them, and they feel confident and easy in her presence.

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Children's welfare and wellbeing Strong standard

The childminder is passionate about children's health and much of the curriculum promotes this. Children plant their own vegetables, care for them as they grow, prepare them and eat them. As a result, they are eager to try a range of different foods.

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Children's welfare and wellbeing Strong standard

Children have a deep understanding of how to keep healthy. For example, they know to eat well and they know what foods are good for you. They say that, 'Too much sugar can damage teeth' and have regular practice at cleaning the model teeth. Children recognise that rules are there to keep them safe. For example, they know not to run with a watering can as the spout could poke them if they fall.

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Children's welfare and wellbeing Strong standard

Children have a wide range of vocabulary to support their understanding of their emotions. They use words such as 'happy', 'sad' and 'angry'. They enjoy listening to stories that support their knowledge of managing their emotions.

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Curriculum and teaching Strong standard

The curriculum and the extremely high-quality teaching are significant strengths of the setting. The curriculum has been carefully designed by the childminder, drawing on her wide experience, deep knowledge and effective childcare practice. It is highly sequenced and supports children to learn how to become part of a caring community, with a strong emphasis on kindness, helping others and working together. The curriculum covers all areas of learning and is primarily play-based and child-led, alongside highly effective adult-guided experiences. For example, children make their own bread, incorporating mathematics, arm and hand strength, language and early scientific understanding. The childminder recognises the importance of the environment in supporting children's development and ensures that both indoor and outdoor areas are organised to promote independence, curiosity and exploration.

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Curriculum and teaching Strong standard

The childminder makes excellent use of every interaction to teach children and support their progress, particularly in communication and language. For example, during adult-guided activities, she introduces precise vocabulary, ensuring that children learn words such as 'sieve'. This approach is deeply embedded in practice. The childminder is highly skilled at responding to children as they play, extending their thinking and helping them achieve highly well in their learning. She promotes a love of early reading, and children thoroughly enjoy listening to stories, engaging fully with books and sharing their ideas enthusiastically.

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Inclusion Strong standard

The childminder is highly inclusive. She has an excellent understanding of child development and knows the children in her care exceptionally well. Children with special educational needs and/or disabilities, or other barriers to learning or wellbeing, are identified quickly through robust procedures when they begin at the setting. The childminder gathers detailed information from parents during one-to-one settling-in sessions. Combined with her own observations, this provides a clear starting point from which to measure the progress children make. She has excellent assessment and observational skills, which she uses to plan precise next steps in learning. These are shared with parents and other settings to ensure strong continuity of care and rapid developmental progress. Where needed, the childminder adapts provision effectively so that all children can access the same learning opportunities as their peers.

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Inclusion Strong standard

The childminder provides exceptional support for all children, including those who are disadvantaged or known to social services. She uses additional funding highly effectively and carefully evaluates the difference it makes to children's development. For example, threading trees and writing stones help children who need extra support to strengthen the small muscles in their hands. The childminder works very closely with outside professionals and the local authority. For example, she collaborates with speech and language therapists to help children develop their communication skills.

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Leadership and governance Strong standard

The childminder is highly reflective and thoughtful about her practice. She draws on a wealth of experience and knowledge and makes effective use of expert guidance where appropriate. For example, she has worked closely with the local authority early years team. She continually reflects on the changes and improvements she can make to further enhance provision. The childminder has worked extremely hard to create a truly welcoming, stimulating and engaging environment, both indoors and outdoors.

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Leadership and governance Strong standard

She is highly skilled and knowledgeable about child development and engages in regular training to deepen her understanding. For example, she has recently completed training on neurodiversity. She has secure systems in place to evaluate the impact of training on her practice, such as identifying and implementing 2 key improvements from each course attended.

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Leadership and governance Strong standard

The childminder has a clear understanding of her strengths, which are now fully embedded within her practice. Her vision of children learning as part of a supportive community is firmly established and evident throughout the setting. She works highly effectively with parents and external agencies, including speech and language and hearing specialists. Parents speak extremely highly of her work and frequently recommend her to others. The childminder also provides valuable support to families where needed, including guidance on toilet training and language development. She ensures that any assistants working in the setting receive appropriate training and support, so they can contribute effectively to the best possible outcomes for children.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Children thrive in the childminder's nurturing and calm environment. They are warmly welcomed and valued as individual, unique characters. They demonstrate that they are extremely happy, secure and content. Children feel a strong sense of community and belonging in the setting. They clearly enjoy spending time with the childminder who knows them extremely well and has built secure and sensitive attachments. Children play incredibly well together, thoughtfully including younger children with kindness and understanding. Children have an excellent understanding of the familiar routines that are well established in

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About this setting

the setting. They enjoy participating in these. For example, they set the table for snack and count the correct number of cups with confidence and pride.

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About this setting

Children's behaviour is exemplary. Children gain confidence and self-esteem from the praise and encouragement the childminder gives them. They have excellent social skills and happily take turns and share. For example, they help each other to do the buttons on their jackets.

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About this setting

Children benefit enormously from the wide range of activities and experiences that capture their interest in learning. For example, they carefully choose the colours for their rainbow watercolour painting. Children enjoy the outdoor area and use their large-muscle skills to climb and run. They plant flowers into pots and are responsible for watering the vegetables they are growing. Children have a positive attitude to learning because the childminder provides stimulating and exciting activities that are perfectly matched to their needs and interests. Children enjoy books and read to each other; they participate eagerly in counting insects and pointing out the different shapes on the pages. All children, including those with barriers to learning and/or wellbeing, make rapid progress from their starting points. They are extremely well prepared for school. For example, they recognise their names and are

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Next steps

The childminder should sustain her work to ensure continued improvement and high standards. She should focus on creating a transformational impact on the outcomes and experiences of disadvantaged children and those with special educational needs and/or disabilities.

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About this inspection

The inspector spoke with the childminder, parents and children during the inspection.

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About this inspection

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. Unique reference number (URN): 2767090

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Address:

Registered person: Landman, Caroline Dorothy

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:30 - 16:30

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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

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