Childminder in Cambridgeshire

Inspection date

Previous inspection date 9 May 2016 16 May 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 understands how young children develop and builds on their enthusiasm for learning. She provides a range of experiences that meets children's individual learning needs and fosters their good progress.  The childminder has a detailed knowledge of children's needs. Children are gradually introduced to the setting during a flexible settling-in period. As part of this, the childminder meets children and their parents at social groups. She also visits them in their own homes. Children quickly form trusting relationships with the childminder.  The childminder completes robust risk assessments. She checks her smoke detectors and reviews fire safety practice regularly, with children. She has a good awareness of how to minimise risk for children.  The childminder makes good use of the outdoors, local natural areas and parks. She provides opportunities for children to observe animals closely, search for and collect

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This provision is good

natural materials and visit public gardens. Very young children use all their senses as they explore different surroundings.

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It is not yet outstanding because:

 The childminder does not always make the best use of information from parents about their children's achievements at home, in order to enrich the planning of activities so that children make rapid progress.  Children are sometimes not given sufficient opportunity to explore materials in their own ways during activities.

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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

 make better use of ongoing information from parents about the children's learning and development at home  give children more opportunities to explore and develop their own ideas during activities and to think critically about ways to use materials and resources.

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Inspection activities

 The inspector observed the quality of teaching during activities indoors and outside, and assessed the impact this has on children's learning.  The inspector talked with the childminder and children at appropriate times throughout the inspection.  The inspector looked at a range of documentation including policies, evidence of the suitability of the childminder, observation and assessment documentation, as well as the safeguarding procedures.  The inspector observed a planned activity and jointly evaluated this with the childminder.  The inspector took account of the views of parents, as provided in documentation.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder knows the signs and symptoms that indicate a cause for concern about children's welfare and how to report them. The childminder is committed to her own development. She completes research and attends training to help her to keep abreast of changes to legislation. She then updates the policies and procedures that help to underpin her practice. The childminder evaluates her practice and regularly seeks the opinions of those using her service, to help her with continuous improvement. The childminder enables children to explore a range of cultures and languages, including their own. She asks parents for key phrases in children's home languages and for information about family celebrations and special days, in order to plan activities around these. These are some of the ways in which she helps children to broaden their understanding of diversity beyond their immediate family.

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Quality of teaching, learning and assessment is good

The quality of the childminder's interactions with children is good and contributes towards their developing communication skills. One way that she supports the youngest children is by listening intently as they babble and begin to make new sounds. She then talks to them about what they are doing and offers new vocabulary. Children settle comfortably with the childminder to listen to stories. She follows children's lead as they name the objects and animals that they are familiar with, and supports their development of very early literacy skills. She provides opportunities for children to explore materials and begin making marks, such as making and exploring coloured rice and other natural materials. Children develop their physical skills, for instance, as they manipulate small tools.

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Personal development, behaviour and welfare are good

Children respond well to the childminder's calm approach. She acts as a good role model to aid children in developing positive attitudes towards others. The childminder carefully introduces young children to activities that they can take part in together. They work alongside each other to water the plants and play with tactile materials, such as sand and water. She encourages children to share, take turns and consider the needs of others. Young children are helped to wash and dry their hands, using wipes before and after meals. The childminder talks to them about the importance of simple hygiene practices and helps them to understand how such routines contribute to their health.

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Outcomes for children are good

Children eagerly practise their developing skills. They share toys readily in the childminder's well-resourced home, showing good levels of curiosity. Young children begin to sort objects by size, naming the big or small animals that they find. They try to fit some items inside others. For example, they post coloured pasta into tubes and show their delight as they manage to use spoons to fill different-sized containers. All children, including those who speak English as an additional language, make good progress given their starting points. The childminder monitors children's progress to ensure that any identified gaps in learning are closed. Children are acquiring the confidence and skills that they need to start nursery or school.

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Setting details

Unique reference number EY414085 Local authority Cambridgeshire Inspection number 851480 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 1 Total number of places 6 Number of children on roll 2

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Telephone number

The childminder was registered in 2010 and lives in Cambridge. She operates all year round from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays. She supports children who speak English as an additional language.

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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

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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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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