Childminder in Cambridge

Childminder report 90 High Street, Chesterton, CAMBRIDGE CB4 1NF

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Inspection date 11 October 2018 Previous inspection date 9 March 2015

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This inspection: Good 2

Previous inspection: Good 2 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 dedicated childminder focuses on her role. She regularly completes training to continue to enhance her skills. Recent training has increased her knowledge of the way that some children learn through specific patterns of play. The childminder has introduced new resources to support children. n Children build strong bonds with the childminder who has a warm and caring personality. Effective arrangements, such as visiting children and their family in their home, helps to build an early attachment. Children show that they thoroughly enjoy the childminder's genuine praise for their achievements. They run to her with open arms for a cuddle. n The childminder plans a wide range of stimulating experiences to help children to make good progress. They enjoy exploring how dried lentils sound as they sprinkle them from a height and push them across the floor. Children learn the most effective way of scooping up lots of lentils using different types of containers.

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It is not yet outstanding because:

n The childminder provides fewer rich and varied opportunities for children to learn about people and communities beyond their immediate experience. n The childminder does not always gather detailed information from parents about their child's prior learning to enable her to sharply focus on children's precise learning needs from the outset.

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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 enrich opportunities for children to learn more about people and places in their wider community n gain more detailed information from parents about what their child knows and can already do when they first start.

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What the setting needs to do to improve further

Inspection activities n The inspector observed the quality of teaching during activities indoors and outdoors and assessed the impact this has on children's learning. n The inspector completed a joint evaluation of an activity with the childminder. n 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. n The inspector took account of the views of parents through written feedback provided and discussed with the childminder how she reflects on the service she provides.

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Effectiveness of leadership and management is good

The arrangements for safeguarding are effective. The childminder has a secure understanding of possible signs that indicate that children may be at risk of harm. She knows how to take swift action to protect children's welfare in the event of a child protection concern. The childminder follows strict procedures to help to ensure that children remain safe in her care. The childminder carefully reviews children's progress to swiftly address any possible gaps in their learning. She continuously evaluates her practice, identifying and addressing areas for improvement. She consults with parents and children to ensure their views are included. Parents are very pleased with the service the childminder provides. They particularly appreciate how she consistently considers children's interests in the experiences she offers.

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Quality of teaching, learning and assessment is good

The childminder enables children to be motivated and inquisitive individuals who are keen to learn. They work out, through trial and error, how to turn the handle on a musical box to make the toy monkey pop out. The childminder supports children to develop the small muscles in their hands in preparation for writing. For instance, children squeeze bottles containing water on dry natural materials, such as soil and pieces of wood. They discover how this changes their appearance, especially when the light glistens on them. The childminder effectively supports children who speak English as an additional language to make good progress. For example, she speaks to them in their first language and English. This helps them to build on their communication and language skills.

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Personal development, behaviour and welfare are good

The childminder is a positive role model and makes meal times a social occasion. She sits with the children and provides them with good encouragement to eat their food. This supports them to understand the importance of eating enough food to maintain their growth and energy levels. The childminder frequently takes children to organised groups. This helps them to build relationships with larger groups of children and understand about similarities and differences. The childminder supports children to develop good physical skills and assess their own risks.

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Outcomes for children are good

Children are independent. They competently put their coats on, wash their hands with minimal support and open their own lunch box. Children express a keen interest in books. They help the childminder to turn the pages of the book and look closely at the characters in the story. Children gain the necessary skills needed to help prepare them for their future learning at school.

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Setting details

Unique reference number EY409615 Local authority Cambridgeshire Inspection number 10059803 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 - 8 Total number of places 6 Number of children on roll 3 Date of previous inspection 9 March 2015

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Registers

The childminder registered in 2010 and lives in Chesterton, Cambridgeshire. She operates from 7.30am until 5.30pm, Monday to Thursday, all year round, 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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