Childminder in Cambridgeshire

Inspection date

Previous inspection date 29 November 2017 13 March 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 well-qualified childminder has a good understanding of child development. She makes the most of opportunities to continually develop her knowledge and skills.  Children make good progress from their starting points. The childminder knows what each child needs to learn to prepare them well for the next stage in their education.  Children demonstrate good relationships with the childminder. They feel comfortable and secure in the childminder's care. For example, they ask the childminder to join in with their play.  All children are encouraged to foster a sense of independence in self-care. For instance, babies put away their own wipes following nappy changing and older children help themselves to tissues when they need to wipe their noses.  The childminder draws on the resources of the community. She takes the children on outings to local groups, which helps them to develop a larger circle of friends. This

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It is not yet outstanding because:

 The childminder does not always fully inform the parents of the progress that their children are making.  Occasionally, the childminder does not give children time to think and respond to her questions or make the best use of opportunities to hone their thinking skills.

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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 parents to ensure they are entirely informed about their children's progress  allow children time to respond to questions to foster a deeper level of thinking and encourage their curiosity.

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Inspection activities

 The inspector had a tour of the premises and observed the children's play.  The inspector had discussions with the childminder at appropriate times during the inspection. She looked at relevant documentation and evidence of the suitability of persons living in the household.  The inspector observed the teaching and learning and evaluated the impact with the childminder.  The inspector spoke to children during the inspection.  The inspector had telephone conversations with parents and took account of their views.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder has a good understanding of child protection issues. She knows the reporting procedures to take should she have any concerns regarding children in her care. She provides children with a safe environment in which to play and learn. The childminder shows a desire to continually improve, regularly reviewing the service she provides. For example, she identifies gaps in children's learning and swiftly implements systems to target areas for improvement. She often visits other childminders to reflect and share good practice.

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Quality of teaching, learning and assessment is good

The childminder provides children with a range of engaging activities. She differentiates her teaching to cater for all age groups. For example, when the older children explore ice, they learn about the material changing from a solid to a liquid. The younger children are supported to investigate the sensory properties of ice. The childminder helps children to build their vocabulary. For example, she introduces words, such as 'cold', 'wet' and 'slippery' as they play. Children express their creativity as they make marks and patterns with the coloured paint inside the ice. Furthermore, the childminder makes the most of spontaneous mathematical learning opportunities. She asks children to group and count objects of the same colour. For instance, when children are tidying away their toys the childminder encourages them to see how many red objects they can find.

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Personal development, behaviour and welfare are good

The childminder implements effective systems to manage children's behaviour. She is kind and supportive, frequently praising and encouraging the children to develop their self- confidence. Children spontaneously ask the childminder to set a timer during their play to promote sharing and turn taking. Children learn about healthy lifestyles. The childminder provides children with healthy, home-cooked meals and nutritious snacks. Similarly, children have ample opportunities for fresh air and to be physically active. The childminder helps children to develop a greater understanding of the world around them. For instance, the children collect eggs laid by the chickens in the garden. Likewise, the childminder teaches the children about road safety during walks to and from school. This assists them in identifying their own risks.

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Outcomes for children are good

Children make good progress in their learning and gain the skills required for school. They are beginning to make links and show a keen interest in letters and sounds. For example, they confidently demonstrate that 'W' for 'Wednesday' is also the initial letter sound for 'waggle'. Children display good levels of concentration during the listening and attention games that they play.

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Setting details

Unique reference number EY467070 Local authority Cambridgeshire Inspection number 1102642 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 10 Total number of places 6 Number of children on roll 11

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Name of registered person

Date of previous inspection 13 March 2014

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Telephone number

The childminder registered in 2013. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a relevant childcare qualification at level 4.

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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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