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

Children show that they feel safe and secure as they happily play and explore in the childminder's welcoming environment. They are content, focused and keen to learn. The childminder speaks in a calm and gentle manner. The children listen well and respond positively. For example, they ask and answer questions as they share books together.

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The provision is good

Children are keen to engage with the childminder and take part in the activities she offers them. She provides children with opportunities to explore a wide range of age-appropriate resources. Children access purposeful learning opportunities both inside and outdoors, for example observing the natural world, to support their continued progress. Children feel valued and show good levels of self-esteem. They are proud of their achievements and welcome the praise the childminder gives them. The children also praise each other, parents and the childminder, using words like 'impressive'.

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The provision is good

Children enjoy getting out and about into the local community with a daily 'walk and talk'. They go to the park, shops or local groups. The childminder is a strong role model. Children behave well and are respectful. They show respect for her home, happily tidying activities and toys away when they are finished. Children have good manners and concentrate very well.

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need to do better?

n Teaching is strong. The childminder recalls children's past learning and makes it relevant to their current experiences. For example, she uses the familiar story 'We're Going on a Bear Hunt' for children to act out a story with an imaginary 'sneaky bear'. The childminder uses every opportunity to teach the children about change in the environment. They know that domestic recycling is used to 'make new stuff', and incorporate this into their play. For example, they use a toy kettle as a recycling bin. n The childminder develops very effective partnerships with parents to support children's welfare and learning needs. She engages in daily conversations about their child's learning and development and shares updates on their progress. Parents give positive feedback about the childminder's provision. They value that she is 'loving, confident and supportive', and that she is seen as 'part of the family'.

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need to do better?

n The childminder skilfully weaves early mathematical concepts into everyday activities. She finds ways to promote children's mathematical development by following their interests. For example, children enjoy counting, matching and describing different sequins as they arrange them to make a collage. n Children benefit from accessing activities within the local community, such as

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need to do better?

24 January 2020 song time at the library, and they visit a local childminder's group. This promotes their social skills and helps them to learn about the wider community and to gain respect for others. n Children's early literacy skills are supported well. For instance, the childminder reads children's favourite stories daily. Children join in with familiar phrases. There are frequent activities to develop children's basic writing skill. For example, they use their fingers in a puddle to draw wet lines on the garden patio. n The childminder is professional and well organised. She ensures her mandatory training is up to date and uses her own online research to supplement her already extensive knowledge. She is part of a strong network of local childminders who meet regularly and share information and ideas. This supports her practice well. n The childminder understands and meets children's care needs effectively. For

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need to do better?

example, during the snack routine, she talks to the children and explains why they need to wash their hands. Children are confident. They develop very strong relationships with the childminder. This helps to support their emotional well- being. n The childminder talks confidently about her curriculum and how she supports children's learning. She plans a range of activities that reflect children's interests and individual needs. Children concentrate very well and are eager to please. However, not all activities and experiences give the children a chance to manage risks or to keep trying, which means that they quickly ask for help and do not always challenge themselves.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good understanding of her role and responsibilities in relation to safeguarding. She is confident about the procedures to follow if she has concerns about a child's welfare. She has a clear procedure for recording any injuries that are sustained by children at home. Records are stored safely and are kept separately from her own accident records. She demonstrates a good understanding of her statutory duties in relation to wider safeguarding issues. For example, the childminder is alert to possible indicators that a child or family may be at risk of being drawn into extreme behaviours. Her home and premises are safe and secure.

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should:

n ensure activities provide challenge to help children to develop their persistence and learn how to manage risks safely.

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Setting details

Unique reference number EY406699 Local authority Cambridgeshire Inspection number 10113055 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 3 to 3 Total number of places 6 Number of children on roll 2 Date of previous inspection 20 April 2015

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Information about this early years setting

The childminder registered in 2010 and lives in St. Ives, Cambridgeshire. She operates during term time only, from 8am to 5pm, Tuesday to Friday. The childminder provides funded education for three- and four-year-old children. She holds an early years qualification at level 3.

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Inspection activities

n The inspector looked at documents relating to the suitability of people living and working on the premises, including Disclosure and Barring Service checks and paediatric first-aid certificates. n Children were observed by the inspector. n The inspector spoke to parents and took account of their written feedback. n Throughout the inspection, the childminder and the inspector held relevant discussions about the quality of care and education provided.

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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

24 January 2020 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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