Childminder EY500889

Inspection date 2 October 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 has a warm, kind and caring nature that children respond to with trust and affection. Babies, in particular, enjoy reassuring cuddles and have their care needs very well met. Children are clearly happy and settled in her care. n Children's well-being is promoted well by the childminder's warm relationships with parents. Comprehensive information about children's routines and learning experiences is shared on a daily basis. Parents comment positively on the 'home-from-home' environment both childminders provide. n The childminder effectively monitors children's learning and development. She knows the children well and plans enjoyable activities that engage and motivate them. Children make good progress from their starting points. n The childminder and her co-workers have clear expectations for good behaviour, which children know and follow. Children learn to share their toys and take turns. They

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The provision is good

develop strong family-like attachments to each other and play together very well.

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It is not yet outstanding because:

n At times, the childminder does not make best use of opportunities to encourage children to express and use their own ideas. n The childminder does not focus precisely on areas of professional development that will help her to raise the quality of teaching, and children's learning, to the highest level.

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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 use all opportunities to encourage children to express and use their own ideas, to help them to extend their learning still further n focus the approach to professional development that will help to enhance teaching, and the outcomes for children, to the highest level.

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What the setting needs to do to improve further

Inspection activities n The inspector observed the childminder and her colleagues as they interacted with the children. She discussed and evaluated the quality of teaching and children's learning with the childminders. n The inspector took account of the views of parents through written comments, a recent parents' survey and written testimonials. n The inspector checked evidence of the suitability of the childminder and other individuals who live and work on the premises. n The inspector spoke to the children, childminders and assistant during the inspection. She looked at areas of the home used by the children.

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Effectiveness of leadership and management is good

The arrangements for safeguarding are effective. The childminder has recently updated her safeguarding training. This has helped to give her an up-to-date understanding of the procedures to follow if she has concerns that a child is at risk of abuse. She has reviewed written policies to reflect any changes in legislation, such as those that relate to data protection. The childminder and her co-workers risk assess the home and garden daily to ensure children play safely. They keep the home secure and supervise children through the day. The childminder seeks the views of parents and children to help her to evaluate her childminding service. She has frequent meetings with her co-childminder and their assistant to provide mutual professional support and plan for the future.

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Quality of teaching, learning and assessment is good

The childminder and her co-workers observe children as they play and use the knowledge they gain to plan interesting activities that support the next steps in children's learning. Children use their imaginations. They show caring attitudes as they cuddle their 'dollies' and help each other to make pretend food. The childminder encourages children to look at books and sings songs with them to develop their vocabulary. She makes use of the changing seasons to help children learn about the world around them. For example, they collect autumn leaves and talk about the differences in the weather.

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Personal development, behaviour and welfare are good

The childminder collects comprehensive information from parents when children first start, to help her and her co-workers to meet their individual needs from the outset. Children settle well and quickly develop their confidence. They have a growing awareness of good hygiene. The childminder implements consistent rules for regular handwashing, such as before meals and after stroking the family pets. Children have daily opportunities for active exercise. They go for walks to the park and enjoy playing in the childminder's well-equipped garden.

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Outcomes for children are good

Children develop the key skills they need for the next stage of their learning, including, eventually, school. They handle books with interest and learn to make marks with various materials, such as paint, sand and water. Children handle new textures with interest. For example, they scoop lentils into their hands and watch as they trickle through their fingers. Using tools, such as tweezers, encourages children to develop their coordination and physical control, which prepares them for early writing.

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Setting details

Unique reference number EY500889 Local authority Cambridgeshire Inspection number 10059464 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 1 - 1 Total number of places 6 Number of children on roll 2 Date of previous inspection Not applicable

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Registers

The childminder registered in 2016 and lives in Cambridge. She works with another childminder and an assistant. The childminder operates each weekday, all year round, with the exception of bank holidays and one week at Christmas. Session times are 7.30am until 6pm.

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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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