Childminder in Peterborough

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, including those new to the setting, demonstrate a close, loving relationship with the childminder. They sit on her knee to look at books and enjoy cuddles when tired or needing comfort. Very young children smile and approach the childminder with ease, which demonstrates that they feel happy and secure in her company. The childminder is kind and attentive to their needs. Children are happy to interact and explore the resources available. They are very familiar with the routines of the day, such as washing their hands before eating and the process for getting ready to attend pre-school for the afternoon.

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The provision is good

Children are sociable. Older children are confident to approach visitors to the childminder's home and tell them about their experiences at a soft play centre they visited the day before. Children are considerate to each other. Older children let younger children help them to build their tower of bricks. They kindly ask them if they want to play together. Children's independence skills are encouraged, and they demonstrate positive attitudes. They clap themselves when they successfully put on their socks. The childminder praises and encourages them, helping to raise their self-esteem even further. Children are happy to help tidy away toys and put their plates in the dishwasher, which helps to give them a sense of responsibility.

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need to do better?

n The childminder consistently supports children's communication skills. Reading books and singing songs are part of the daily routines. Children listen well when stories are being read and enjoy finishing the sentences in the books they are familiar with. n The childminder knows the children. She plans activities and provides resources that support and develop children's interests and learning. The childminder makes good use of the wider community, such as local woods, parks, and activity centres to provide children with rich learning experiences. n Children can comfortably express their emotions and are learning how to manage their feelings. The childminder helps children to understand right from wrong and how to make compromises. She speaks in a calm way and teaches the children to think about how their actions affect others. n Children learn to manage their own hygiene and self-care needs from an early

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need to do better?

age, which helps to prepare them for starting school. For example, they learn to dress and use the toilet themselves. Children are aware of how not to spread germs when they cough, demonstrating the practice of putting their hand over their mouth or coughing into the crook of their arm. They know that washing their hands helps to make the germs go away. n The childminder has developed close, working relationships with parents. They consistently work together to meet children's needs and there is good daily

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need to do better?

9 June 2021 communication about all aspects of their child's care. Parents speak very positively about the childminder. They are confident to recommend her as a childcare provider. Parents feel her home is clean, safe and stimulating and provides a 'home from home' environment. n The childminder shows a positive commitment to the continued development of her childminding services. For example, she has enrolled on a further childcare course. She feels this will help her to deepen her understanding of child development and further benefit the learning experiences of children in her care. The childminder reflects on her practice and considers the views of parents. She attends mandatory training, such as first aid to keep her skills and knowledge refreshed. n Children see and recognise numbers in their play. Their skills in sorting and matching are emerging. However, the childminder's programme for mathematics

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need to do better?

does not fully support and develop their understanding of different mathematical concepts. For example, to help the youngest children to practise simple counting or encourage older children to compare sizes.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder understands her duty to protect and keep children safe in her care. She recognises the signs and symptoms that may indicate a child is at risk of harm, including wider safeguarding remits, such as those at risk of radicalisation. The childminder knows how to report her concerns about children and adults involved in the children's care to the appropriate authorities. She attends training to keep her knowledge and skills up to date.

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should:

n strengthen the programme for mathematics to enhance learning opportunities for children, for example to count and compare sizes.

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Setting details

Unique reference number EY560068 Local authority Peterborough Inspection number 10190347 Type of provision Childminder

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Registers

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

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inspection

Total number of places 4 Number of children on roll 2 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2018 and lives in Peterborough. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded education.

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Inspection activities

n This was the first routine inspection the childminder received since the COVID- 19 (coronavirus) pandemic began. The inspector discussed the impact of the pandemic with her and has taken that into account in their evaluation of the setting. n The inspector discussed the learning environment with the childminder and how the setting is organised. n The inspector observed interactions between the childminder and the children. n The inspector held a number of discussions with the childminder. She looked at relevant documentation and evidence of the suitability of persons living in the household. n Parents provided written feedback and the inspector took account of their views.

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Inspection activities

9 June 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

9 June 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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