Childminder in Cambridgeshire

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Outstanding

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The provision is good

The childminder provides a warm, inviting and safe environment, and children enjoy the time they spend with her. They are happy and secure in the childminder's care and develop close relationships with her. Children regularly seek her out to join in with their play. For example, the childminder plays alongside children as they explore the dinosaur toys. They talk animatedly about the dinosaur names and which ones have horns, tails and stripes.

p.2

The provision is good

The childminder gets to know the children in her care well. She uses her knowledge of the children to plan a broad range of activities linked to their interests. Children are confident to choose from the wide range of resources and enthusiastically engage in the learning experiences provided by the childminder.

p.2

The provision is good

The childminder extends older children's thinking through skilful questioning, positive interactions and the introduction of new vocabulary. However, some activities are not differentiated enough to ensure younger children are also able to increase their vocabulary and develop new skills.

p.2

The provision is good

The childminder is a positive role model. She provides children with clear expectations of how to behave. Children learn how to share resources, respect each other's feelings and behave well. They are confident and self-assured individuals. They develop good communication and social skills. Children confidently introduce themselves and talk about what they are doing.

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need to do better?

n Children behave well and are kind and considerate to each other. They share and take turns. The childminder consistently encourages children to say 'please' and 'thank you'. Children develop the attitudes they need for their next stage of learning. n The childminder communicates effectively with parents to establish a consistent approach to supporting children's learning. She tells parents where children are in their learning and how they can become involved and support their children's development at home. Parents report that they are well informed about their children's progress and are very happy with the childminder's provision. They describe the setting as 'nurturing' and appreciate what the childminder does to ensure their children develop into 'social, confident and happy young people'. n The childminder has a good understanding of how children learn and knows the children in her care well. She uses this information to decide what they need to

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need to do better?

learn next. The childminder plans a range of stimulating activities across all areas of learning, which are linked to the children's interests. However, she does not always ensure that the activities consistently extend the learning and skills of

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need to do better?

9 October 2019 the youngest children in her care. n The childminder promotes older children's language development effectively. She talks to them when they are engaged in activities. The childminder provides a narrative, extends children's vocabulary and asks thought-provoking questions to encourage their curiosity. n Children enjoy learning about mathematics as they play. They share number books with the childminder and are encouraged to count numbers up to 10. They investigate measurement. Children use a ruler to find out the length of everyday objects and talk about long and short spaghetti that they are making. n Children have opportunities to develop their large physical skills in the garden, which is accessible every day. The childminder also plans trips for children to experience new things. Children go to the park, the river and to watch the trains. n Children are encouraged to take safe and supervised risks in their play. This

p.2

need to do better?

helps to build their confidence and sense of self-belief. For example, children are encouraged to climb up the slide and negotiate steps in the house independently. n The childminder regularly evaluates her provision and identifies areas for improvement. She uses parents' feedback to ensure activities are linked to children's interests. For example, the childminder has incorporated regular singing sessions and a range of instruments after a request from parents for more musical activities. n The childminder establishes effective partnerships with other professionals, for example, at the local school. She shares information, including about children's progress, which helps to provide a consistent approach to children's care and learning.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder is knowledgeable about child protection. She is clear about the signs or symptoms which may be a cause for concern and has a good understanding of the wider safeguarding issues. The childminder knows who to report to if she has any concerns about a child's welfare. She carries out thorough risk assessments and takes effective action to provide a safe environment for children to play inside and outdoors.

p.3

should:

n restructure activities with children of mixed ages and abilities to enable younger children to fully engage and enhance their learning to the highest possible level.

p.3

Setting details

Unique reference number EY229655 Local authority Cambridgeshire Inspection number 10113135 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 1 to 6 Total number of places 6 Number of children on roll 6 Date of previous inspection 11 August 2015

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Information about this early years setting

The childminder registered in 2002. She operates all year round from 8am until 5.30pm, Tuesday to Friday, except for bank holidays and family holidays.

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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 observed the childminder and children during their daily routines and activities. 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 completed a joint evaluation of an activity with the childminder. n The inspector took into account the written views of parents.

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Inspection activities

We carried out this inspection 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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Inspection activities

9 October 2019 regulates and inspects to 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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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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