Childminder in Cambridgeshire

Inspection date 12 November 2018 Previous inspection date 31 May 2018

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This inspection: Good 2

Previous inspection: Inadequate 4 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 Children form strong attachments to the childminder. They confidently go to her for comfort and reassuring cuddles. The childminder is constantly alert to their needs and responds to them with warm and positive attention. n The childminder organises her home effectively to provide children with good-quality learning experiences. Resources are plentiful and easily available indoors or outside, enabling children to make independent choices. n The childminder works closely with parents to meet children's individual needs from the outset. She collects detailed information about children's care routines and their stage of development. This helps her to settle children in and plan effectively for the next stage of their learning. n The childminder has responded promptly to the issues identified at the last inspection. She has adapted children's sleep routines so they are never left unsupervised. All records are accurate and up to date.

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It is not yet outstanding because:

n The childminder does not make the most of opportunities to help children to learn about and use numbers and mathematical language in their play. n While the childminder undertakes some training, she does not focus professional development precisely enough on raising the quality of teaching 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 make more of all opportunities to help children to develop their understanding of numbers and mathematical language n focus professional development more precisely on raising 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

Inspection activities n The inspector observed children at play and their interactions with the childminder to assess the quality of teaching and learning. She evaluated an activity with the childminder. n The inspector took account of the views of parents through discussion and written testimonials. n The inspector looked at areas of the home and garden used by the children and the resources available to them. n The inspector spoke with the childminder and children during the inspection. She looked at essential documents, including attendance registers and evidence of the childminder's suitability.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder understands her role and responsibility to protect children. She undertakes child-protection training and is aware of the wider aspects of safeguarding. For example, she is alert to signs that might suggest a child is being exploited or led into extreme behaviours. The childminder evaluates the service she offers. She asks parents for their views and monitors the provision to ensure she is covering all areas of children's learning. Children learn to keep themselves safe as, for example, they help to identify safe places to cross roads or practise the fire drill. The childminder keeps parents well informed about children's daily activities.

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Quality of teaching, learning and assessment is good

The childminder knows the children's stage of development well. She takes account of their individual interests when planning activities, which helps to gain their attention and enthusiasm. Children enjoy choosing books to look at. They listen well and show a good understanding of the story. The childminder gives them time to identify the characters and develops their knowledge by repeating the words. Children explore new toys with confidence. They learn to switch on electronic games and find out how to capture the bugs with magnetic fishing rods. The childminder encourages children to make marks in various ways. For example, they draw lines in sand and use pencils and crayons.

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Personal development, behaviour and welfare are good

The childminder is a positive role model. She is warm and kind to the children and encourages good manners. Children learn to follow good hygiene routines. They have their hands and faces cleaned before meals and wash their hands after nappy changes. The childminder provides children with daily opportunities for physical exercise. Children push toy buggies around the garden, go for walks and have time to practise their climbing skills on large play equipment at the park. The childminder is responsive to children's care needs. She makes sure they have regular mealtimes, as well as times for peaceful sleep. Children's snacks are varied and nutritious, helping to promote their good health.

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Outcomes for children are good

Children make good progress from their starting points. Those who are learning English as an additional language, communicate well through visual images and gestures. They quickly learn where toys are kept and understand the routines of the day. Children move around the home confidently. They show trust in the childminder and have an obvious affection for each other. Children explore different media, such as sand, paint and dough. They begin to develop the key skills that are essential for their future learning.

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Setting details

Unique reference number EY500642 Local authority Cambridgeshire Inspection number 10079601 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 - 2 Total number of places 6 Number of children on roll 3 Date of previous inspection 31 May 2018

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Registers

The childminder registered in 2016 and lives in Cambridge. She operates all year round from 9am to 5pm from 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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