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 benefit from an effective settling-in process and swiftly settle into the daily routines. Babies smile in response to the nurturing care they receive and are keen to observe what is going on around them. Older children develop a secure bond with the childminder and her assistant and feel safe to ask for support as they need. They are eager to attend each day and feel a real sense of belonging. For example, children are excited to have their own pegs to hang their possessions on.

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The provision is good

The stimulating range of activities are used well to help children learn through their interests. For example, older children who are enthusiastic about sea life are provided with pebbles and seashells to explore. They are encouraged by the childminder to make predictions, such as how many pebbles will fit into her hand. Children receive sensitive support to work out simple calculations and develop their mathematical skills. They are keen to share factual books to extend their knowledge. Children listen intently as the childminder explains that a saltwater crocodile can grow up to seven metres in length. Young children explore the well- organised environment with curiosity as they make choices in their play.

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The provision is good

Children behave well and show a positive attitude towards learning. With gentle reminders, they are beginning to understand that sometimes they need to let others have a turn, even when they know the answer.

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need to do better?

n The well-qualified childminder takes pride in her role and continually builds on her subject knowledge. Following recent observations of children's repetitive play, she has identified areas of learning she would like to explore further. n The childminder's assistant thoroughly enjoys his role and values the childminder's expertise to help him to continually develop his practice. Recent training has enabled him to understand more effectively the different ways in which children process their learning. n The childminder and her assistant support children's language skills well. They regularly engage children in conversation, listen carefully to what they have to say and give them ample time to respond to questions that they ask. Children learn new words rapidly. They use these to share their thoughts and add more descriptive language to their sentences. n Children take part in real-life experiences to help to develop their understanding

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need to do better?

of nature and care for the environment. Outdoors, children collect eggs that the childminder's chickens have laid and carefully carry these to the house. They pick blackberries from bushes to bake a crumble and make their own yoghurt in large quantities to reduce the use of plastic materials. n The childminder encourages children to try new tastes, such as lychee fruit, and

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need to do better?

20 January 2020 reminds them to have regular drinks of water. She provides parents with guidance on foods that are nutritious and contain less sugar, and with ideas of foods to pack for their children's lunches. This helps to promote children's good health. n Children become increasingly independent in managing their own personal needs. They know they must wash their hands after they use the toilet and before they eat. Children enjoy the responsibility of small tasks. Young children eagerly find their own coat and attempt to put on their shoes before outdoor play. Older children help to wash up the containers and cutlery after lunch is finished. n The childminder uses a range of ways to provide parents with information about their children's development. For example, she completes daily diaries for the younger children and sends regular email updates about the activities children take part in. She has put together activity bags, such as mathematical games for

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need to do better?

children to take home and play with their parents. This helps to extend children's learning. Parents report that they are extremely happy with the care their children receive from the childminder. n The childminder has made successful relationships with other settings that children currently attend. For example she works closely with the local pre- school to share relevant information to support children as they move between the settings. n At times, when group activities take place, the childminder does not enable younger children to become fully involved where they wish to do so. On these occasions, the younger children are not as well engaged as others.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder and her assistant regularly update their knowledge of child protection issues. They recognise the signs and symptoms that may indicate a child is at risk of harm and know the correct reporting procedures to follow. The childminder is aware of the process to report any allegation made and checks the ongoing suitability of her assistant. Children's use of the internet is closely monitored, and they receive clear guidance to follow. This helps them to identify what may constitute a risk and take appropriate action to keep themselves safe.

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should:

n develop the organisation of group activities to enable children of all ages to be equally well engaged during these times.

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Setting details

Unique reference number EY457510 Local authority Cambridgeshire Inspection number 10113064 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 0 to 11 Total number of places 12 Number of children on roll 17 Date of previous inspection 17 July 2013

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Information about this early years setting

The childminder registered in 2013 and lives in St Ives, Cambridge. She operates during term time from 8am to 6pm, Monday to Friday, except for bank holidays. The childminder has early years professional status. She is registered to work with an assistant. The childminder provides funded early education for three- and four- year-old children.

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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 walked around the areas children use with the childminder and completed a joint evaluation of the activities that she provides for children. n The inspector held a number of discussions with the childminder and her assistant. She looked at relevant documentation and evidence of the suitability of persons living or working in the household. n The inspector spoke to and interacted with children during the inspection. n The inspector took account of the views of parents through discussions on the day and by reading written feedback provided.

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Inspection activities

20 January 2020 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

20 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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