Childminder EY420647

Inspection date

Previous inspection date 24 October 2017 15 January 2014

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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 seeks relevant professional development opportunities to help her to enhance her teaching skills and update her knowledge. She makes sure she has the best possible understanding of her local area safeguarding procedures.  The childminder teaches children well, especially on how to use early technological toys. Children quickly work out which buttons to press to make music and lights to flash. At other times, children use toy laptops and talk about the work they are carrying out.  Children build effective relationships with the childminder. The interactions between them are warm and friendly and this helps children to quickly feel secure in the childminder's care.  The childminder builds strong relationships with parents. Parents say the childminder keeps them very well informed of children's milestones and progress. The childminder seeks their views on her practice through the use of questionnaires.

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It is not yet outstanding because:

 The childminder does not consistently support parents to share detailed information about what their child can do when they first start.  The childminder does not always support the older children to learn how to respect the needs and choices of the younger children.

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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

 gather more detailed information about what children know and can do on entry to the setting  build on children's understanding of respecting the needs and choices of each other.

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Inspection activities

 The inspector observed the childminder joining in activities with children and discussed the learning that was taking place with her.  The inspector had a tour of the areas of the premises used for childminding.  The inspector looked at children's records, evidence of the suitability of household members and a range of other documents, including the safeguarding policy.  The inspector spoke to and interacted with children at appropriate times during the inspection.  The inspector took into account the written views of parents and discussed with the childminder the reflections of her practice.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder implements a range of documents, policies and procedures to promote children's safety and welfare. She knows how to swiftly meet children's needs in the event of a child protection concern. The childminder reflects on her practice and looks for ways to make effective improvements. Since moving to a new house, she has identified that children need more space for physical play. Consequently, the childminder now takes them more regularly to parks. She meets with other childminders for peer support. They share good practice and support each other to implement new initiatives into their policies. The childminder builds good partnerships with other settings and schools that children attend. This gives her opportunities to discuss children's needs and interests and to share development information to help to promote continuity in their learning.

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Quality of teaching, learning and assessment is good

The childminder is skilled at engaging all children in the activities she plans. For example, as they play with dough, younger children are encouraged to squeeze it and investigate holes they make with tools. Older children skilfully cut out shapes and the childminder effectively questions them as to what they think will happen when they mix different colours together. The childminder is careful to not interrupt children's learning when they are actively engaged. For example, she delays snack times until children show they have completed their chosen tasks. The childminder holds discussions with parents to find out about children's ongoing development at home. She uses this knowledge and her observations of children's play to plan for their next steps in learning.

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Personal development, behaviour and welfare are good

The childminder effectively supports children's good health. She offers nutritious meals and ensures children wash their hands after messy activities. She provides children with regular opportunities for outdoor play. They practise their physical skills as they play in the garden and go on visits to parks. Regular visits to local toddler groups enable children to socialise with larger numbers of children and this supports their social development. The childminder is aware of children's individual needs. She works closely with parents and ensures exercises suggested by other professionals are incorporated into children's next steps in learning.

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Outcomes for children are good

All children are developing effective skills they need to aid their future learning and the eventual move to school. They independently choose from the range of toys and activities available to them. Children enjoy making pictures and link these to their experiences, such as moving to a new house. They hold pens appropriate for their age and the older children encourage the younger children to join in and show them what to do.

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Setting details

Unique reference number EY420647 Local authority Cambridgeshire Inspection number 1102289 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register Age range of children 1 - 8 Total number of places 6 Number of children on roll 4

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Name of registered person

Date of previous inspection 15 January 2014

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Telephone number

The childminder registered in 2011 and lives in Upper Cambourne, Cambridgeshire. She operates all year round, from 7am to 6pm, 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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