Childminder 222011

Inspection date

Previous inspection date 6 July 2017 8 January 2015

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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 builds purposeful partnerships with parents. Parents enjoy regular updates from the childminder about the activities their children enjoy. Daily diaries are used very well, encouraging a two-way flow of information. The childminder and parents share information to support children's good learning, development and progress.  The childminder reflects on her practice, for example, evolving the systems used to record children's progress. She uses questionnaires to encourage parents and children to share their ideas, helping her to extend her practice as their childcare needs change.  The childminder takes time, during settling in visits, to learn about children's specific interests, likes and dislikes. This helps her to plan a welcoming environment that engages children in exploration. Children sustain interest and are keen to discover how toys work. They embed the skills they need for later learning and their eventual move

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This provision is good

on to school.  Children enjoy a wide variety of healthy, home-cooked meals. They thrive on these carefully planned nutritious snacks and meals. Children also enjoy trying foods from different countries as they explore their similarities and differences.

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It is not yet outstanding because:

 The childminder does not always work in partnership with all the other settings that children attend to consistently complement their individual learning.  The childminder does not always track her assessments as precisely as possible in order to help children make rapid progress at all times.

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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

 strengthen partnerships with other early years settings that children attend to develop more effective ways to share information about their learning and development  refine the arrangements for tracking children's progress so that planning for their next steps is even more precise, to increase the potential for children to achieve rapid progress.

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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 discussed a joint observation with the childminder.  The inspector spoke with children at appropriate times during the inspection.  The inspector looked at relevant documentation, including evidence of the suitability of all persons living in the household. The inspector discussed with the childminder how she reflects on her practice.  The inspector took account of the views of parents through questionnaire feedback they shared with the childminder.

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Effectiveness of the leadership and management is good

The procedures for safeguarding are effective. The childminder updates her training relating to child protection. She is confident about monitoring the welfare of children. The childminder knows what action to take if she is concerned a child is at risk of abuse or extreme ideas about right and wrong. She ensures that all child accessible areas, within her home and garden, are made safe from potential risks. When taking children on outings, she plans these with children's safety uppermost in her mind. The childminder makes good use of opportunities to continue her professional development. Since the last inspection, the childminder has developed partnership working with parents and increased opportunities for children to explore simple technology and mechanical toys.

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Quality of teaching, learning and assessment is good

The childminder interacts very well with children to make learning through play a fun experience. She pays good attention to her professional development, to extend her teaching ideas. Her subsequent interaction with children is good. The childminder makes observations of children as they play and monitors the areas of learning they engage in. She identifies gaps in children's development and plans activities to help minimise or close these wherever possible. Children enjoy a range of activities inside, outside and in the local community. They engage well as they play and learn. The childminder extends their developing ideas by asking questions and giving them time to think and respond. Children consolidate learning as the childminder narrates what is happening. They gain confidence to join in conversations and offer their ideas or predict what might happen next. Children's emotional, physical and communication skills develop well.

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Personal development, behaviour and welfare are good

Children flourish in the childminder's caring environment. She puts their needs first and, by chatting with them, remains aware of their changing interests. Children enjoy taking part in activities that extend their learning and involve them in everyday tasks. Together, they very much enjoy shopping for ingredients and preparing their own healthy lunch. For example, children make pizzas topped with fresh herbs and vegetables. They enjoy opportunities to taste different foods from around the world. This includes exploring the foods they eat with their own families and discovering about each other's backgrounds, similarities and differences. Children manage personal hygiene competently.

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Outcomes for children are good

All children make good progress. They become confident to share their developing ideas and test existing knowledge as they talk with each other and the childminder. Children enjoy using their creative ideas, based on previous learning. For example, they create farmyards from various items of card, boxes, sticks and crepe paper, proudly showing their completed creations to the childminder and each other. Children learn to think critically, increasing in confidence and becoming enthusiastic learners.

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Setting details

Unique reference number 222011 Local authority Cambridgeshire Inspection number 1090098 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 5 Total number of places 6 Number of children on roll 3

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Name of registered person

Date of previous inspection 8 January 2015

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Telephone number

The childminder registered in 1993. She operates her setting all year around from 8am to 5.30pm, Monday to Thursday, 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

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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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