Clay, Gemma

Inspection date 15 March 2019 Previous inspection date Not applicable

p.1

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

p.1

This provision is good

n The childminder is proactive in recognising potential risks in the environment. For example, she takes appropriate action when she notices a loose fence panel in the garden. The childminder helps children to develop skills to keep themselves safe. She asks them to consider why they think it is good to tidy away toys they have finished with. n Children are making good progress in their learning. They enjoy imaginative play with dolls. They base their play on real experiences, such as changing nappies and feeding their pretend babies. Children show care and concern as they handle the dolls gently and speak in soft tones. n Children develop good independence skills and are pleased with what they can do for themselves. For example, they are proud to show how quickly they can put on their shoes. They are keen to help sweep up when they notice soil on the floor. n The childminder forges strong partnerships with parents, who are full of praise for her.

p.1

This provision is good

For example, parents talk about how their children quickly develop a strong bond with the childminder and she provides them with good information about how they are developing. n The childminder does not always obtain sufficient information from parents about what children can already do when they start to attend. Consequently, she does not always identify every child's starting points in learning, right from the start. n Some of the methods the childminder chooses to use to track the progress the younger children make are not accurate enough. For example, some of the assessment levels in mathematics are set too high for younger children to achieve.

p.1

What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

p.2

What the setting needs to do to improve further

n obtain more detailed information from parents, on entry to the setting, to identify children's starting points in learning right from the start n find more effective ways to assess and track the progress younger children make to help them to achieve at age-appropriate levels, especially in mathematics.

p.2

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 discussed the progress children are making with the childminder and looked at their development and assessment records. n The inspector saw evidence of the suitability of household members and looked at a range of other documents, including the safeguarding policy. n The inspector took account of the views of parents and the childminder's reflections of her practice.

p.2

Effectiveness of leadership and management is good

Safeguarding is effective. The childminder places high priority on ensuring children are well protected and kept safe from harm. She has good knowledge of how to recognise that children may be at risk of abuse or exposed to extreme views or behaviour. The childminder reflects on and evaluates the service she offers and identifies ways to improve. For example, she seeks out relevant professional development opportunities and researches topics that she feels she needs to have more knowledge of. The childminder obtains the views of parents and children and finds ways she can incorporate their ideas into her practice wherever she can.

p.3

Quality of teaching, learning and assessment is good

The childminder has a good understanding of how to adapt her teaching methods to meet children's individual needs and interests. For example, younger children enjoy sensory experiences, such as exploring soil and water. They spend time squeezing soil with their fingers and filling and emptying pots. At the same activity, the childminder teaches older children what plants need to help them grow. She reads out instructions for planting from seed packets and has factual books available for children to use. This helps children to learn how to gain information from books and how text carries meaning. Overall, the childminder's monitoring of children's progress is good. She responds swiftly to close gaps in their development. For example, the childminder speaks to parents and to staff at the other settings children attend to help promote continuity in their learning.

p.3

Personal development, behaviour and welfare are good

Children develop good social skills. They copy the childminder's use of manners, for example, by adding 'please' and 'thank you' to their requests. Children develop strong physical skills and learn how to keep themselves safe and healthy. For example, they understand why they need to wash their hands before eating. They demonstrate this as they make up songs about washing dirt and germs off their hands. Children are highly active outdoors. They bounce on space hoppers and learn how to independently climb up steps on a slide. Children demonstrate they are content and happy in the childminder's care. They show their developing confidence and social skills as they engage in conversations with visitors and include them in their play.

p.3

Outcomes for children are good

Children make good progress and develop strong skills that support them for their next stage in learning and ultimately for school. They skilfully use their hands to stack up and thread blocks and use chalk to make marks to represent their name. These activities help children to develop good skills in preparation for early writing. Children learn about quantity and value as they count and weigh out fruit and vegetables in a role-play shop. This builds on their experiences of using real money to buy fruit for snacks at a local shop.

p.3

Setting details

Unique reference number EY539952 Local authority Cambridgeshire Inspection number 10092626 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 0 - 11 Total number of places 6 Number of children on roll 16 Date of previous inspection Not applicable

p.4

Registers

The childminder registered in 2016 and lives in Linton, Cambridgeshire. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a relevant qualification at level 3.

p.4

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.

p.4

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.

p.4

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 .

p.5

Registers

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open- government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.5

Registers

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: www.ofsted.gov.uk/user .

p.5

Registers

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

p.5