Gulab, Rakshit

Inspection date

Previous inspection date 13 April 2018 Not applicable

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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

 Children enjoy their time in a well-thought-out and well-resourced environment. Activities away from the childminder's home effectively support children's understanding of their wider community and the environment.  The childminder encourages good behaviour, such as taking turns, sharing and thinking about the needs of others. Older children are sensitive to the needs of younger ones and regularly offer help or support.  The childminder regularly assesses and monitors children's progress, setting well- judged next steps for their learning. There are good links with other settings that children attend, ensuring a consistent approach to the children's development.  The childminder reflects on the service he provides, regularly adapting the layout of the environment and ensuring that varying resources are freely available to children to meet their changing needs and interests. He takes account of the views of parents.

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This provision is good

 Parents are very complimentary about the childminder's service, valuing the wide range of learning opportunities and the progress their children make.

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It is not yet outstanding because:

 The childminder does not fully recognise opportunities to extend and build on children's problem-solving skills that further their knowledge and learning.  The childminder has not tailored his professional development tightly enough to help him to raise the quality of his teaching to the highest achievable levels.

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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 all opportunities to extend and build on children's problem-solving skills during their play  focus plans for professional development more precisely to help to raise the quality of teaching even further.

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Inspection activities

 The inspector spoke to the childminder at appropriate times during the inspection.  The inspector observed children at play and evaluated activities with the childminder.  The inspector looked at children's observation and assessment records, evidence of the suitability of household members and a range of other documentation, including safeguarding procedures and accident records.  The inspector took into account the views of parents spoken to at the time of the inspection and through written feedback.  The inspector talked with the childminder about how he evaluates and improves his service.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder has a robust understanding of his responsibility to protect children from abuse and neglect. He clearly knows to whom he should report any concerns. He regularly updates his child protection training and is vigilant about children's safety, both in his home and during outings. He has a good range of policies and procedures and works effectively with his co-childminder. The childminder makes good use of an online system and face-to-face discussions to keep parents abreast of their children's progress.

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Quality of teaching, learning and assessment is good

The childminder provides a calm and stimulating environment. Children of all ages are busy and motivated as they play with a good selection of freely chosen resources. Children relish the sustained periods they have to explore a well-resourced outside area. The childminder provides good support for children's communication skills, providing them with new vocabulary and sensitively helping pronunciation. Opportunities for mark making are freely available for children of all ages, and the childminder has high expectations of what children can achieve. Openings for mathematical learning are woven throughout the day. Children are encouraged to count, enjoy taking part in sorting activities and show interest in completing jigsaws.

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Personal development, behaviour and welfare are good

Children's behaviour shows they are confident and secure in the care of the childminder. He provides comfort and praise to enhance children's self-esteem. The childminder places a high priority on children developing the key skills needed to make the move to school. Children's independence is supported well and even young children know where to find their own coats. Children are given time and space to manage age-appropriate risks independently, such as low steps into the garden. Children have plenty of opportunities for fresh air and exercise. The childminder provides healthy snacks and meals, taking into account the dietary needs of the children in his care.

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Outcomes for children are good

Children show high levels of self-motivation and spend sustained periods engaged in activities. They develop some fine motor skills and hand-to-eye coordination as they pour water from large pots into small bottles. Children show perseverance as they work out how to open parcels that arrive at the setting. They talk through ideas, generally, before using scissors to cut through protective wrappings. Sorting activities help children learn colours and the names of fruit, and they start to recognise mathematical concepts, such as 'more' and 'less'. All children make good progress in readiness for their next stage in learning, including their move on to school.

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Setting details

Unique reference number EY498926 Local authority Cambridgeshire Inspection number 1043530 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 8 Total number of places 6 Number of children on roll 5

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Name of registered person

Date of previous inspection Not applicable

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Telephone number

The childminder registered in 2016 and lives in Burwell, Cambridgeshire. He operates 7.30am to 6pm from Monday to Friday all year round, except for bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year- old children. He works in partnership with another childminder. He follows the Montessori approach to education.

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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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