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 Good

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The provision is good

Children enjoy their time in the childminder's nurturing and homely environment. They demonstrate a positive attitude to their learning, which creates a good foundation for their future development. Children are supported to make good progress and have access to a range of good-quality, age-appropriate resources. Children independently explore their surroundings, selecting what they would like to play with. The childminder has high expectations for the children's behaviour.

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The provision is good

From the start of the placement, children build strong bonds with the childminder. This helps them to settle quickly and feel emotionally secure. Children naturally seek reassurance and cuddles from the childminder, and happily involve her in their play. Young children are actively encouraged to develop their language and communication skills, and their enjoyment of books. Children enjoy a broad range of activities in the local community. For example, they go on visits to meet elderly people and plant sunflower seeds with them. Children enjoy exploring the natural world in the woods. They create autumn leaf collages and observe wildlife. Children also learn about wild animals during visits to the zoo.

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The provision is good

Children are cared for in a safe and secure home. They are supervised well and kept safe. On outings, children wear high-visibility jackets and are taught about the dangers of the road. Younger children are secure in the childminder's buggy. They travel in appropriate seats when in the childminder's car.

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need to do better?

n The childminder develops warm and caring relationships with children and their families. This promotes their emotional well-being effectively. Young children who are new to the setting quickly settle and demonstrate that they feel safe and secure. They smile and make vocal sounds to show their pleasure, and quickly become absorbed in their play. n The childminder proactively supports children to manage their feelings and behaviour. She teaches them to play cooperatively together and to share and take their turn. The childminder praises children for their achievements, which successfully promotes their confidence and encourages them to persist at their chosen activity. n The childminder places high priority on the development of children's language and communication skills. She talks to children as they play and introduces new words and sounds to enhance their developing skills. For example, young children are encouraged to imitate different animal sounds and to say single

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need to do better?

words, such as 'cat', as they play. n Younger children particularly enjoy hearing rhymes and are learning to handle books appropriately. They use their fingers to touch different textured fabrics on

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need to do better?

16 October 2019 the pages and eagerly lift flaps to reveal what is underneath. n Older children are appropriately supported to develop a range of skills in preparation for their future education, including their move to school. For example, children learn to recognise letters in their name and to listen to a story. They develop appropriate independence and self-care skills, such as learning to dress and undress themselves. n Mealtimes are sociable, happy occasions. The childminder supports children effectively to develop their self-care skills. Younger children successfully use their developing physical skills to feed themselves and are learning to independently hold a cup and spoon. n The childminder develops good relationships with parents and other professionals working with children. For example, she visits children's homes prior to them starting at her provision and offers settling-in sessions. This

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need to do better?

supports the childminder to understand children's prior experiences and to begin to form relationships with the family. Parents and children comment very positively about the care and learning opportunities provided. n The dedicated childminder shares good practice ideas with other childminders in the local area. Children attend toddler groups with other minded children and enjoy excursions with them around the local community. This supports children effectively to develop further friendships and helps them to increase their understanding of the diversity of the world around them. n Although the childminder's knowledge is good, she has not considered further professional development opportunities to raise the quality of her teaching and understanding of the curriculum to the highest level. n The childminder does not thoroughly consider the learning intentions of the activities she provides for children. This means that she does not always build on

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need to do better?

what children already know and can do as they play.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a secure understanding of her child protection responsibilities. She ensures that safeguarding training is refreshed regularly. The childminder has a good knowledge of the potential signs and symptoms of abuse and neglect, including her responsibilities to protect children from extreme views and behaviour. She knows how to report safeguarding concerns to the relevant agency. This supports children to stay safe and promotes their well-being.

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should:

n explore further professional development opportunities that focus more precisely on raising the quality of teaching and children's learning to an outstanding level

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should:

16 October 2019 n make better use of activities to consistently build on what children already know and can do.

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Setting details

Unique reference number EY246066 Local authority Cambridgeshire Inspection number 10062046 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 to 12 Total number of places 6 Number of children on roll 11 Date of previous inspection 6 August 2015

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Information about this early years setting

The childminder registered in 2003 and lives in St Neots, Cambridgeshire. She operates from 7.30am to 6pm, Tuesday to Friday, all year round, except for family holidays and bank holidays. The childminder holds a childcare qualification at level 3.

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Inspection activities

n The inspector and the childminder held a discussion to understand how the early years provision and curriculum are organised. n The inspector observed the quality of teaching during activities indoors and assessed the impact this has on children's learning. n The inspector completed observations with the childminder. n The inspector held discussions with the childminder. She looked at relevant documentation and evidence of the suitability of all persons living on the premises. n The inspector considered the views of parents by viewing documentation completed by them.

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Inspection activities

16 October 2019 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

16 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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