Childminder 222179

Inspection date

Previous inspection date 15 July 2016 29 August 2014

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This inspection: Good 2

Previous inspection: Requires Improvement

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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

 Since the last inspection, the childminder has made significant improvements to her understanding of how to plan, observe and assess children's progress. She has continued to develop her partnership working with parents in relation to their children's learning.  The childminder's increased knowledge about how children learn has a positive impact on her confidence, enabling her to successfully support each child to make good progress.  Parents are happy with the care their children receive. They report that the childminder provides detailed feedback about their child's routines and activities and that she values information from home. This effective partnership working results in children receiving a consistent approach to their care and learning.  Children show that they feel safe and a sense of belonging in the childminder's home. They are confident to ask for items they want and they approach the childminder and

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This provision is good

her assistant for cuddles and reassurance. Babies and toddlers settle readily to sleep at rest time and wake up happily.

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It is not yet outstanding because:

 Occasionally, the childminder does not make the most of opportunities that arise during activities to develop children's awareness of patterns.  On occasions, the childminder asks further questions without always ensuring that children have time to consider what they want to say.  Reflective practice is not sharply focused enough on how to continue to raise the quality of teaching to outstanding.

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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 the most of opportunities for children to explore and create patterns  focus more sharply on helping children to think about their responses before asking further questions  extend professional development to ensure it is highly focused on specific aspects of knowledge and understanding.

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Inspection activities

 The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning.  The inspector spoke to a parent during the inspection and took account of their views.  The inspector evaluated an activity with the childminder and discussed the teaching and learning.  The inspector spoke with the childminder, the assistant and the children at convenient times during the inspection. She looked at relevant documentation, such as the childminder's policies and procedures, children's records and evidence of the suitability of adults living and working in the household.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder and her assistant work well together to ensure children's individual needs are met. They have daily discussions to share knowledge and experiences. The childminder provides effective coaching to support the assistant's developing confidence. Thorough risk assessments and actions taken following reviews result in children being kept safe. The childminder and her assistant have a secure understanding of how to promote children's welfare and the action to take in the event of any concerns. The childminder checks on the progress made by each child and identifies any areas where they require extra support. She includes this information in the planning of activities.

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Quality of teaching, learning and assessment is good

Children benefit from the childminder and her assistant's positive and enthusiastic involvement in their play. The childminder is effective in her teaching and provides children with challenges to promote their continued learning. For example, she explains and demonstrates how to thread a cord through a picture card. This activity follows on from another threading activity where children thread large beads onto a cord. The childminder picks up on children's interests and uses her wide range of resources to good effect. For example, children hear an emergency vehicle siren outside and the childminder suggests they might like to play with the fire engine and police cars. The children are keen to do this and the activity engages them for a sustained period of time. Effective partnerships between the childminder and other settings that children attend mean that children receive a consistent approach to their learning.

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Personal development, behaviour and welfare are good

Children are confident to talk to the childminder and choose what they want to do from an abundance of play materials. Children behave well. They begin to understand the expectations for behaviour because the childminder and her assistant work consistently together. They explain why certain behaviour is not acceptable and distract the children with other activities as necessary. Children are learning about the benefits of a healthy lifestyle. They are able to be independent in their self-care, eagerly washing their hands before meals. Babies have space to shuffle themselves around on the floor and pull themselves to standing. Good partnerships and daily communication with parents result in children's changing care and specific needs being met.

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Outcomes for children are good

Children make good progress in relation to their individual starting points and abilities. They are supported to be independent, getting themselves changed ready for nursery and using cutlery to eat their lunch. Children make friendships and learn to respect and care for one another. These are skills that help them be prepared for the next stage in their learning and for starting school.

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Setting details

Unique reference number 222179 Local authority Cambridgeshire Inspection number 1044092 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 10 Total number of places 12 Number of children on roll 14

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Name of registered person

Date of previous inspection 29 August 2014

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Telephone number

The childminder was registered in 1994 and lives in Eaton Socon, St Neots. She works with an assistant. The childminder operates all year round from 6.30am to 7pm, Monday to Friday, except for bank holidays and family 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

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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