Childminder EY367617

Inspection date

Previous inspection date 11 January 2018 9 March 2017

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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

 The childminder has taken prompt and positive action to address the actions and recommendations raised at her last inspection. She has attended relevant training with the local authority to improve the quality of her practice to a good level.  The childminder shows good commitment to her continued professional development. She has improved her knowledge of how to support children's learning. She now uses these skills to plan activities that promote children's good progress in their learning and development.  The childminder places a strong emphasis on supporting children's communication and language skills. She talks to children as they play and introduces new words to support their growing vocabularies. Children are confident talkers.  Children establish strong bonds with the childminder. They are confident to request cuddles and to express their needs and wants. They demonstrate that they feel safe

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It is not yet outstanding because:

 Sometimes the childminder does not make use of opportunities to support children's understanding and awareness of early mathematical concepts, such as space and measure.  Children are not always able to have more choice about their play, to support their individual styles of learning.

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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

 provide more opportunities for children to learn and explore early mathematical concepts, such as space and measure  extend the opportunities for children to make choices to support their individual learning styles.

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Inspection activities

 The inspector observed the quality of teaching during activities indoors and assessed the impact this has on children's learning.  The inspector completed a joint evaluation of an activity with the childminder.  The inspector held a number of discussions with the childminder. She looked at relevant documentation and evidence of the suitability of persons living in the household.  The inspector spoke to children during the inspection.  The inspector took account of the views of parents through written feedback provided.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder confidently fulfils her role to protect children from harm. She knows what to do should she have any concerns about a child's welfare. She has completed training to enhance her knowledge of wider safeguarding issues. This includes the risk to children of being exposed to extreme views of right and wrong. Parents are very positive about the childminder. They state that their children are very happy in her care, and they believe they make good progress in their learning and development. The childminder works closely with staff at other settings that children also attend. They share information about children's progress to promote continuity in their care and learning.

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Quality of teaching, learning and assessment is good

The childminder observes children as they play and assesses their progress. She shares information regularly with parents about their child's progress and next steps in learning. The childminder knows the children very well. She sensitively joins in with play and gives children time and space to explore and satisfy their curiosity. For example, children have time to remove leaves and stalks from strawberries, and to peel and segment oranges as they learn about healthy foods. The childminder asks them questions as they play, and listens to their replies with genuine interest. She helps children to understand each other's differences. For example, she provides opportunities for children to explore festivals and celebrations from a wide range of faiths and cultures.

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Personal development, behaviour and welfare are good

The childminder provides a nurturing and home-from-home environment. She gathers meaningful information from parents about what children know and can do when they start. The childminder uses this information to establish their starting points and to help settle children in. She understands their individual care needs and follows a routine to help them to feel secure. Children enjoy regular outings into the local community to toddler groups and the local school. The childminder talks to them about how to keep themselves safe and teaches them about road safety. She gives children regular and meaningful praise. This helps them to feel good about themselves and supports their high levels of self-esteem.

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Outcomes for children are good

Children make good progress given their starting points and capabilities. They enjoy exploring their early writing skills as they make marks using pencils and crayons and give meaning to them. Children are confident and show enthusiasm for the learning opportunities the childminder provides for them. They listen to her and follow instructions, such as dressing dolls and fastening straps. Children are gaining key skills to support the next stage in their learning and the eventual move to school.

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Setting details

Unique reference number EY367617 Local authority Cambridgeshire Inspection number 1107685 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 2 Total number of places 6 Number of children on roll 3

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Name of registered person

Date of previous inspection 9 March 2017

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Telephone number

The childminder registered in 2008 and lives in Cambridge. She operates from 8am to 5pm, Wednesday to Friday, except 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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