Childminder in Cambridgeshire

Inspection date 14 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 provides a warm and welcoming home for children. They demonstrate they feel secure in the childminder's care and chat freely with her. n The childminder makes good use of networking with other childminders. This enables her to share ideas and discuss best practice. n Partnerships with parents are very good. The childminder obtains children's starting points from parents upon registration. This helps her to plan children's next steps in learning. The childminder and parents share information effectively and celebrate children's achievements. n Children have plenty of opportunity for fresh air and exercise. The childminder frequently takes children to the local country park for them to explore the woodland and wildlife. Furthermore, children visit places of interest, such as the cathedral. This helps children to develop a greater understanding of the world around them. n Children learn about faiths and traditions that are different to their own. For example,

p.1

This provision is good

they learn about festivals, such as Chinese New Year. n Occasionally, the childminder does not extend her questioning to help children develop their critical thinking skills even further. n Sometimes, the childminder over-directs children's play during activities. As a result, children are not always able to use their own imagination.

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 extend questioning to help children develop their critical thinking skills further n extend opportunities for children to enhance their own imagination and ideas.

p.2

What the setting needs to do to improve further

Inspection activities n The inspector observed the quality of teaching and assessed the impact this has on children's learning and development. n The inspector took account of parents' written comments. n The inspector carried out a joint evaluation of a planned activity with the childminder. n The inspector spoke with the childminder and children at appropriate times during the inspection. n The inspector looked at relevant documents, such as policies, training and children's records.

p.2

Effectiveness of leadership and management is good

Safeguarding is effective. The childminder has a good understanding of child protection issues. She knows the procedures to follow should she have any concerns about children's welfare. The childminder implements effective systems to help ensure children are safe in her home. For example, she keeps the front door locked at all times when children are present and carries out regular fire drills. The childminder is reflective. She identifies areas for improvement and regularly accesses training to help keep her knowledge up to date. The childminder monitors children's individual progress to ensure that they meet the appropriate milestones for their age. She completes regular written summaries of children's development, which are shared with parents and other agencies involved in the children's care.

p.3

Quality of teaching, learning and assessment is good

The childminder plans activities specific to children's interests and next steps in learning. She helps children to develop good mathematical skills. She encourages them to recognise colours, shapes and numbers during their play. Furthermore, she uses positional language, such as 'over' and 'under' to help children think about direction. The childminder reads familiar stories to the children. They listen with interest and enthusiastically join in with repeated refrains. This helps to build children's phonological awareness and fluency of speech.

p.3

Personal development, behaviour and welfare are good

The childminder is a good role model. She encourages children to use good manners. For example, children ask politely to leave the table when they have finished eating. Overall, children behave well. The childminder praises children's efforts and supports them to share and take turns. She creates many opportunities for children to mix with larger groups of children through planned activities with other childminders. This helps to support their social development. Furthermore, the childminder helps children to learn about health and hygiene. For example, she freshly prepares a wide range of nutritious meals and snacks and invites children to wash their hands thoroughly before they eat.

p.3

Outcomes for children are good

Children make good progress in their learning. They develop effective skills that prepare them well for their future education and eventual move to school. Children develop a sense of independence. For example, they follow instructions, learn to tidy away their toys and help themselves to tissues when they need to wipe their nose. Furthermore, some children are starting to recognise the initial letter sounds in their name.

p.3

Setting details

Unique reference number EY541007 Local authority Cambridgeshire Inspection number 10089650 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 2 - 8 Total number of places 6 Number of children on roll 10 Date of previous inspection Not applicable

p.4

Registers

The childminder was registered in 2016. She operates her childminding business from 7.30am to 6pm, Monday to Friday, all year round, except for bank and family holidays. The childminder is registered to provide overnight care.

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