Amanda Juliette Weedon

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

Children have warm and affectionate bonds with the kind and caring childminder. They are happy and relaxed in her care and welcome her cuddles when they are tired. Children confidently explore the environment and demonstrate a strong sense of curiosity. For example, they are fascinated to find out how the childminder's washing machine works. The childminder supports children's independence and encourages them to complete small tasks for themselves. Her praise motivates them to have a go at putting on their own shoes and cutting up their banana for snack. Children develop good physical skills. They assess their own risks during regular visits to the local park.

p.2

The provision is good

Children have a can-do attitude. They persevere to use tongs and scoops to pick up small toy bears and place them in cups and containers on the balancing weighing scales. They discover how adding more bears to one of the containers makes it heavy and uneven. Children concentrate for sustained periods given their age. They work out how to release complex wooden shapes from inside the shape sorter. Children know that they need to turn it the other way around to find the correct opening for some shapes.

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need to do better?

n The childminder has a good understanding of what children need to learn in order for them to make good progress. She adapts her teaching to support their individual interests and learning styles. For example, she positions children's favourite books in an indoor den, as this is where they enjoy looking at them. The childminder is enthusiastic and uses intonation in her voice as she reads children the books they select from the extensive range available. n The childminder regularly reflects on her practice and the service she offers. She obtains the views of parents, children and other childminders. She is fully committed to making improvements across her provision to raise standards. For example, she is currently looking to introduce a covered area in her garden so that children can go outdoors in all weathers. The childminder is ambitious and keen to continue to improve her ongoing professional development. She learns

p.2

need to do better?

new information from a large network of other childminders, weekly online webinars and professional reading. n The childminder makes the most of spontaneous opportunities to support children's mathematical knowledge and skills. She skilfully incorporates the use of numbers into everyday conversation and play. For example, the childminder encourages children to count the number of segments in the clementine they have for snack. n The childminder provides very good opportunities for children to develop a strong understanding of the world. For example, children learn about life cycles.

p.2

need to do better?

26 May 2021 They observe how caterpillars transform into butterflies, which they then release in the childminder's garden. Children regularly help the childminder's neighbour to care for their garden. They also visit a Chinese supermarket, select traditional foods to taste and have a go at using chopsticks. n The childminder introduces children to new words in response to their interests, such as 'ferry' and 'clogs'. However, the childminder does not always embrace opportunities for children to practise their communication and language skills. For instance, she speaks quickly, reducing opportunities for children to process the words they hear and provide time to express themselves. n The childminder keeps parents very well informed about their children's progress and about ideas to support learning at home. Parents describe the childminder as 'fantastic' and 'passionate' about the service she offers. The childminder

p.2

need to do better?

obtains a wealth of initial information about children's learning when they first begin attending, to support their precise learning needs. However, during periods of closure due to the COVID-19 (coronavirus) pandemic, the childminder does not precisely update her knowledge about what children know and can do when they begin attending again.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a comprehensive knowledge of safeguarding and child protection procedures. She can clearly identify the signs and symptoms that may indicate that a child is at risk of harm. The childminder has a clear understanding of current safeguarding issues and knows what to do if she has a concern about children in her care. Robust procedures are also in place to protect children should something happen to the childminder while on outings in the community. The childminder ensures that strict security measures are in place to prevent unauthorised individuals entering her home.

p.3

should:

n obtain and use more precise information from parents about what children know and can do, particularly following extended periods of absence n enhance opportunities for children to practise their early language skills.

p.3

Setting details

Unique reference number EY552544 Local authority Cambridgeshire Inspection number 10174085 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 5 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2017 and lives in St Neots. She operates from 7am until 6.30pm, Monday to Friday, all year round, except for bank holidays and family holidays.

p.4

Inspection activities

n This was the first routine inspection the provider received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the setting. n The inspector observed the quality of teaching during activities indoors and outdoors. She assessed the impact this has on children's learning. n The inspector invited the childminder to participate in a joint evaluation of an activity. n The inspector held a number of discussions with the childminder at appropriate times during the inspection. She looked at relevant documentation and evidence of the suitability of persons living in the household. n The inspector took account of the views of parents through written feedback provided and discussion with parents. She discussed with the childminder how she reflects on the service she provides and spoke to children.

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Inspection activities

26 May 2021 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

26 May 2021 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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