Childminder EY396952

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 are happy and well settled. They show that they feel safe and secure and build strong bonds with the childminder and her assistant. Children are confident to explore and self-select from a good range of resources. They are self-assured as they sit on the assistant's knee to listen to the story she reads. Babies babble expressively to the childminder, who responds warmly and attends to their needs promptly.

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The provision is good

Children listen to the childminder and her assistant. They benefit from the nurturing and respectful atmosphere that the childminder creates. Children receive calm and consistent messages that help them to behave well. They learn to share and take turns as they play.

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The provision is good

Children have plenty of space to explore and be active inside and outside. They go on frequent outings that help them gain an understanding of the local community. Children enjoy trips to local parks and woods where they have good opportunities to support their physical development. They learn how to keep themselves safe as they negotiate large play equipment and follow road safety guidance with the childminder. Children are active and enthusiastic to play and explore. They gain good skills and attitudes to support the next stage in their learning and the eventual move to school.

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need to do better?

n The childminder is very well organised and works well with her assistant. They reflect on children's interests and development daily. This helps them to plan effectively and provide children with stimulating activities that they enjoy. They review their practice regularly to identify what has worked well and what they can do to improve. n The childminder establishes good partnerships with parents. She provides a wealth of information about their children's day and the progress they make in learning. Parents are positive about both the childminder and her assistant. They state that their children thoroughly enjoy coming and that the childminder knows them well. n Children are busy explorers who show curiosity in the world around them. The childminder and her assistant talk to children as they play and explore. They provide children with clear explanations and descriptions that help them build a good vocabulary. For instance, the childminder describes children's actions as

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need to do better?

they 'scoop the rice', and when children shake rice in a saucepan, she likens the sound to the 'pop' noise of cooking popcorn. n Children enjoy singing songs, such as 'Old Macdonald had a farm'. They handle books carefully as they look at the pictures and listen to the story. Children use

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need to do better?

11 February 2020 a wide range of materials to paint and create crafts. They gain good skills to support their interest in making marks and to encourage a love of reading. n The childminder helps children build their knowledge and skills securely. For example, children use numbers as they play and they develop good counting skills. They count six traffic cones before gleefully knocking them over. n Children thoroughly enjoy playing outside. The childminder encourages them to be active. Children dig and scoop sand into containers, offering 'cups of tea' to the childminder's assistant. They learn about life cycles and how to care for other living creatures. For instance, they help to feed the hens that remain from when they watched chickens hatch from eggs. n Children explore a wide range of faiths and cultures that are different to their own, such as Robert Burns Night, Diwali and Chinese New Year. They learn

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need to do better?

about their similarities and differences and show respect towards each other. n The childminder creates a positive atmosphere of mutual trust and respect. She and her assistant give children lots of praise and encouragement. This helps children to build good levels of self-esteem and positive can-do attitudes. Children develop good independence skills. They put on their coats and shoes to play outside. Some children successfully attend to their personal hygiene routines from an early age. n The childminder ensures that both she and her assistant keep their required training updated, such as paediatric first aid and child protection. However, the childminder does not precisely target training and professional development to enhance the quality of teaching to the highest level.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder ensures that her assistant receives regular training and updates about safeguarding children. They attend child protection training together and discuss wider safeguarding issues and how they may affect children in their care. The childminder and her assistant know the possible indicators that a child is being abused. They know what to do should they have any concerns about a child's welfare. The childminder completes checks to help to assure the suitability of adults working with children.

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should:

n seek further ways to focus professional development opportunities on enhancing teaching skills and knowledge to an expert level .

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Setting details

Unique reference number EY396952 Local authority Cambridgeshire Inspection number 10062127 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 9 Total number of places 6 Number of children on roll 7 Date of previous inspection 8 July 2016

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Information about this early years setting

The childminder registered in 2009. She operates each weekday from 7am until 6pm all year round, except for bank holidays and family holidays. The childminder holds an appropriate early years qualification at level 3. She works with an assistant. The childminder provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The inspector viewed the areas used for childminding purposes with the childminder and discussed how the early years provision and the curriculum are organised. n A joint evaluation of an activity was discussed by the inspector and the childminder. n The inspector spoke to children, the childminder and her assistant at appropriate times during the inspection. n The inspector looked at relevant documentation and evidence of the suitability of persons living and working in the household. n A number of parents shared their views through written feedback which the inspector took into account.

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Inspection activities

11 February 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

11 February 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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