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 Not applicable

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The provision is good

Children are happy and settled in the childminder's care. They enjoy the childminder's calm and gentle interactions with them and are also happy to explore the resources and play space by themselves. Some care practices have been adapted to protect children's good health and well-being during the COVID-19 (coronavirus) pandemic. Children are very familiar with these new routines and clearly express their needs to the responsive childminder.

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The provision is good

Children are well cared for by a childminder who takes time to get to know them and their families. This is positively acknowledged by parents, who comment that she is kind, humble and generous with her time and energy. All children, including the very youngest children, show care and consideration for one another. For example, they hand each other toys and work cooperatively to push balls into a hole to watch them roll out again.

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The provision is good

The childminder is clear about what she wants children to learn before they eventually leave her care for school. She talks confidently about children's starting points and the good progress they have made while in her care. Children actively engage in a good variety of activities and experiences in the carefully considered indoor and outdoor play spaces.

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need to do better?

n The childminder promotes children's communication and language development well. She uses opportunities to help young children to build a wider vocabulary or to hear and use simple words again that they already know. For example, children sing favourite songs, practise animal names and sounds, and show the childminder that they know where their eyes, nose and ears are. n Children show that they are inquisitive about the world around them. For example, they stop playing when a dog barks, and they watch a ball go into a hole and wait in anticipation for it to reappear from another hole. Children are willing to 'have a go' and persevere at tasks. For example, they build and rebuild towers of small blocks, and show great pride as they eventually build one that is 13 blocks tall. Children enjoy singing and they join in with favourite action songs. This includes those designed to help them understand good hygiene

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need to do better?

practices, such as washing their hands and face after eating. n Children behave well. They are calm, easy-going and gentle with one another. This reflects the care and respect that the childminder gives to them. The childminder acknowledges the languages that children speak at home and includes these in everyday activities. For example, she counts in children's home language, as well as in English, when they play. n Parents are very happy with the care and education the childminder provides for

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need to do better?

21 June 2021 their children. Some families have used the childminder for many years and speak highly of the continuing support that she gives them and their older children. Parents comment that the childminder keeps them well informed about their child's day and is always interested in how their child has been at home. n The childminder plans activities in a flexible way so that they can be adapted to suit children's individual welfare and learning needs. She has an accurate overview of her key strengths and aspects of practice she wishes to further develop her knowledge of, such as sign language and special educational needs and/or disabilities. n The childminder understands the importance of maintaining positive working relationships with other provisions that children may also attend and has previously engaged in these. However, the childminder has not been proactive enough to ensure that these partnerships continue as effectively once children

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need to do better?

go to school. n The childminder organises and manages her provision well. She has given much consideration to the environment in which she cares for children and the safety of the children in her care. She is able to clearly identify potential risks to children and take appropriate action to minimise or remove these.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a clear understanding about the different types of abuse that children may experience and the signs and symptoms she might observe while they are in her care. She is clear about when and how she should report concerns in order to protect children from further harm. The childminder has a basic understanding of wider safeguarding aspects, such as the 'Prevent' duty. She is aware of things she may observe in children's play and language that might indicate a child is being drawn into extreme behaviours.

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should:

n find effective ways to share information with local schools, to ensure the most consistent approach to the care and education of children who attend more than one setting.

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Setting details

Unique reference number EY551285 Local authority Cambridgeshire Inspection number 10174084 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 6 Number of children on roll 12 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2017 and lives in Milton, Cambridgeshire. She operates all year round from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a childcare qualification at level 2.

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Inspection activities

n This was the first routine inspection the childminder received since the COVID- 19 pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken that into account in her evaluation. n The childminder and the inspector discussed how the curriculum is organised. 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 spoke with the childminder and children at appropriate times throughout the inspection. n The inspector and the childminder completed a joint evaluation of an activity. 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 provided the inspector with written feedback. The inspector took account of their views.

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Inspection activities

21 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

21 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

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