Jennings Nicola Faith

Inspection date

Previous inspection date 16 December 2015 21 March 2011

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Good 2

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This provision is good

 The childminder has a good awareness of children's individual development. She effectively identifies the next steps in children's learning and plans activities that help them to make good progress.  Children are helped to develop their understanding of numbers, shapes and colours through interesting, fun activities, such as matching games.  Children benefit from the caring environment the childminder provides. They form trusting relationships with her and enjoy her company.  The childminder helps children to develop a good understanding of their own community. They go for walks, visit local groups and find out about the people who live around them.  The childminder has an enthusiastic interest in professional development. She keeps up to date with current good teaching practice and any new guidance or regulations. She uses her knowledge to maintain and improve the quality of children's care and learning.

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It is not yet outstanding because:

 The childminder does not consistently gather detailed information from parents about their child's development when children first attend, to help her plan more promptly for their learning.  Occasionally, the childminder does not give children sufficient time to answer questions. In addition, children are, at times, over reliant on the childminder to find the solutions to problems they are capable of solving themselves.

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What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

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What the setting needs to do to improve further

 expand the information gathered from parents about their children's learning and development on entry, in order to enhance the planning for their initial learning needs  make better use of skilful questioning to consistently help children to think about answers and solve their own problems.

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Inspection activities

 The inspector observed the childminder's interactions with children.  The inspector spoke with the childminder about the learning outcomes of different activities.  The inspector looked at areas of the home and some of the resources used by children being cared for.  A range of documents were looked at, including children's records, policies and procedures, the childminder's self-evaluation and the register of children's attendance.  Parents' views were taken into account through their written comments and a discussion with one parent.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder is knowledgeable about safeguarding procedures. She attends regular training in child protection and has clear written procedures to follow in the event of any concerns about children's welfare. Children play in a safe environment because the childminder has a good understanding of how to manage risks. The childminder evaluates the quality of her provision. She regularly asks the opinions of parents and children to understand where improvements are necessary. Parents think highly of the childminder and appreciate the flexible service she offers.

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Quality of teaching, learning and assessment is good

The experienced childminder has good teaching skills and promotes children's learning well. She assesses their development effectively and understands where they need additional support. Children develop their language skills during conversations with the childminder. She talks to them and comments on their activities. Children enjoy story times as they choose their books and snuggle alongside the childminder to listen and join in. Resources are carefully chosen by the childminder to support children's current interests. Younger children enjoy exploring a box of construction bricks and develop their physical skills as they fit bricks together. Older children choose puzzles or matching games to help them to learn about colours and shapes. The childminder has a good relationship with parents. She keeps them well informed about their children's ongoing development and asks them about their children's achievements at home.

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Personal development, behaviour and welfare are good

The childminder helps children to settle into her home. She collects good information from parents about children's care needs and essential routines. The childminder helps children to develop good behaviour by having consistent rules and boundaries. She praises children when they show kind and sharing behaviour, supporting their good manners. Children learn about keeping safe and healthy. The childminder provides healthy snacks and helps children to develop good hygiene routines. She supports children to take risks as, for example, they try out large play equipment at the park. Children have good opportunities to learn about other communities, faiths and cultures. They find out about festivals other children celebrate and look at books that show them the wider world.

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Outcomes for children are good

The childminder helps children to gain the skills they need to be prepared for the next stage of their learning. She works in partnership with other early years settings and the school to support children's learning. All children make good progress in their learning.

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Setting details

Unique reference number 222038 Local authority Cambridgeshire Inspection number 988782 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 11 Total number of places 6 Number of children on roll 14

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Name of provider

Date of previous inspection 21 March 2011

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Telephone number

The childminder was registered in 2001 and lives near Huntingdon in Cambridgeshire. She offers her childminding service from 7.30am to 6pm, each weekday, all year round with the exception of family and public holidays.

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Telephone number

This inspection was carried out by Ofsted 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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Telephone number

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. 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 Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, 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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Telephone number

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Telephone number

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Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

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