Childminder EY501458

Inspection date 22 August 2018 Previous inspection date Not applicable

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This inspection: Good 2

Previous inspection: Not applicable Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Good 2 Outcomes for children Good 2

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The provision is good

n The childminder precisely identifies her ongoing professional needs. For example, she undertakes training to help her to develop her knowledge on topics, such as speech and language development. She talks about the positive impact this has on her understanding of how children learn and develop. n Children are developing well and their independence and social skills are strong. They are keen to help the childminder, such as when preparing meals and tidying away resources. n The childminder thinks carefully about the differing needs of children when she plans activities. This helps all children to participate fully and contributes to the good progress they make. n The childminder helps children to develop an awareness of others. For example, she explains to children how she needs to tend to the needs of babies. At other times, she chats to babies about how she is helping the older children with their activities.

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It is not yet outstanding because:

n The childminder is not always successful in encouraging all parents to be involved in their children's learning, to inform her assessments and help children make more-rapid progress.

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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

n strengthen the arrangements for sharing a two-way flow of information with parents to help them to be more involved in their children's learning.

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What the setting needs to do to improve further

Inspection activities n The inspector observed the childminder joining in activities with children and discussed the learning that was taking place with her. n The inspector looked at the areas of the premises used for childminding. n The inspector looked at children's development and assessment records, and evidence of the suitability of the childminder. A range of other documents, including the safeguarding policy, were also seen. n The inspector took into account the written views of parents and the childminder's reflections of her practice.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder is aware of signs and symptoms that indicate that children are at risk of harm. She knows what to do if she has such concerns about children's safety or welfare. The childminder regularly reflects on her practice and seeks the best ways to develop the service she offers. She seeks the views of parents and actively finds ways to incorporate their ideas into her practice. For example, she is considering how she can enhance the ways she communicates with them. The childminder regularly networks with other childminders. This provides her with opportunities to engage in professional discussions and they offer each other support and share good practice.

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Quality of teaching, learning and assessment is good

The childminder observes children as they engage in activities and this helps her to identify their individual interests and what they need to learn next. She uses this knowledge to provide further activities that support children's overall good progress. The childminder sensitively teaches children as they play. For example, she introduces mathematical language as children play with rice. She talks about how cups are 'full' and 'empty', and counts how many spoonfuls children are adding. The childminder encourages children to explore using all the senses. For example, she dyes the rice with bright colours and makes shakers for the babies to explore sound. The childminder understands the benefits to children of working in partnership with parents and other professionals. She provides parents with some information on how their children are developing and is exploring ways that she can work with other settings that children

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Personal development, behaviour and welfare are good

Children show their secure attachments to the childminder and regularly seek her out for cuddles and reassurance. She ensures children's individual needs are met, such as recognising when they are tired and need to sleep. Visits to toddler groups enable children to socialise with larger numbers of children and this helps to support their social development. The childminder provides many opportunities for children to practise their physical skills. For example, they regularly use the garden and visit parks where children have opportunities for climbing and space to run around. The childminder feels these activities are good ways to promote children's healthy lifestyles. Parents speak positively about the childminder. For example, they state their children are happy and enjoy the wide range of activities and outings the childminder provides.

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Outcomes for children are good

Children are developing strong skills they need to aid their future learning and the eventual move to school. They enjoy looking at books and eagerly join in with familiar stories. Children are inquisitive, for example, they spend time working out how friction works on toy cars. They engage well in their exploration, such as by using their thinking skills to estimate how far the cars will travel both inside and in the garden.

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Setting details

Unique reference number EY501458 Local authority Cambridgeshire Inspection number 10068115 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 0 - 5 Total number of places 6 Number of children on roll 6 Date of previous inspection Not applicable

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Registers

The childminder registered in 2016 and lives in Eaton Socon, St. Neots. She operates all year round from 7.15am to 6pm, Monday to Friday, except for bank holidays and family holidays.

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Registers

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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Registers

procedures set out in the guidance Complaints procedure: raising concerns and making complaints about Ofsted, which is available from Ofsted's website: www.ofsted.gov.uk . 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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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Registers

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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Registers

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Registers

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Registers

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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