Childminder EY390477

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 thoroughly enjoy spending time in the company of the childminder and her assistant. They welcome their interaction in activities, such as reading stories with them. Close, loving relationships have formed and both adults show true affection for the children they care for. Children demonstrate through their positive behaviour that they trust the childminder and her assistant and feel safe in the home.

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The provision is good

Children can make choices in their play and the childminder provides a range of resources she knows will interest them. Play is frequently child led with good support from the childminder and her assistant to further enhance children's learning. They make learning fun. For example, they turn several different play resources into drums, so children can make different types of sounds. Children become excited when their favourite songs are played. They dance enthusiastically and perform actions to the words.

p.2

The provision is good

Children are consistently busy and occupied and as a result, their behaviour is good. Any minor conflicts are very quickly dealt with by the childminder. Children are encouraged to use their good manners, such as saying 'please' and 'thank you', from an early age. They respond well to praise and encouragement for their achievements. Children are encouraged to develop a sense of responsibility. For example, they tidy away toys before lunch.

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need to do better?

n The childminder and her assistant create a safe, welcoming and nurturing environment for children. Children are warmly greeted on arrival and the childminder shows great interest in what children have to say. Children appear happy and at ease. They enjoy frequent cuddles with the childminder and her assistant. Very young children settle quickly for a sleep as part of their familiar routine. n The childminder knows the children in her care very well. She understands their different personalities and how they like to learn. The childminder observes children routinely and assesses their abilities. Children's interests are also taken into consideration when providing activities she knows children will enjoy. n The childminder helps to develop children's communication and language skills as they play. She uses lots of simple words and repetitive language, such as 'shake, shake, shake', when playing with musical instruments. She repeats the

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need to do better?

words children say for reinforcement. Children listen to stories and songs every day to help broaden their vocabulary and understanding that words carry meaning. n Children spend time in the local community to help them learn about the wider

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need to do better?

25 November 2019 world and to broaden their learning experiences. Their social skills are encouraged as they spend time with other adults and children at different activity groups. Children are introduced to new and exciting experiences, such as the theatre. They are helped to develop their large-physical skills at a local indoor trampoline park and through trips to the park. n The childminder consistently talks to parents about their children's time in her care and their achievements. She shares observations and photographs through an online assessment system. Parents speak highly of both the childminder and her assistant. They particularly like the family feel they get from the setting and know that their children are safe and happy. n The childminder and her assistant work well together as a team. They regularly discuss and evaluate the children's progress and the services they provide. The childminder ensures her assistant is kept up to date with any changes to policies

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need to do better?

and childcare issues. She shares information from any training she has attended to help update his skills and knowledge. n The childminder gathers good information from parents when children start about their individual care needs and routines. She uses this information effectively to help them settle. However, she does not gather enough information about what children know and can do to help inform more precise starting points for learning. n The childminder does not always promote young children's independence consistently, especially in regard to their self-care skills, so that they are fully prepared for starting the next stage of their education, such as pre-school.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder understands her responsibility to keep children safe. She can recognise the signs and symptoms of abuse and knows how to seek guidance and report concerns. The childminder attends regular safeguarding training. She ensures her assistant is aware of her safeguarding procedures. Daily checks of the premises ensure any hazards are addressed and children play in a safe and suitable environment.

p.3

should:

n gather and use information from parents about what children know and can do when they start, to help strengthen starting points for learning n improve opportunities for children to consistently develop their independence and self-care skills.

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Setting details

Unique reference number EY390477 Local authority Cambridgeshire Inspection number 10062124 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 7 Total number of places 12 Number of children on roll 10 Date of previous inspection 4 July 2016

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Information about this early years setting

The childminder registered in 2009. She operates Monday to Thursday from 7.30am to 5.30pm and on Friday from 7.30am to 5pm. The childminder works with an assistant. The childminder holds a childcare qualification at level 3.

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Inspection activities

n The childminder and the inspector viewed areas of the home that are used for childminding. n The inspector discussed the learning environment with the childminder and how the setting is organised. n The inspector observed interactions between the childminder, her assistant and the children. n The inspector held a number of discussions with the childminder. She looked at relevant documentation. n The inspector considered written feedback from 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

25 November 2019 25 November 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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