Brunton, Nicola

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

p.1

The provision is good

Children demonstrate that they feel happy and safe in this caring, homely environment. They have adapted readily to changes in routines due to the COVID- 19 (coronavirus) pandemic. They confidently leave their parents at the door. The childminder promotes children's self-care skills well. Children independently manage their personal hygiene, such as wiping their noses and washing their hands.

p.2

The provision is good

Children enjoy the play and learning opportunities the childminder plans and provides for them. They focus on activities for extended periods. Younger children confidently describe how they have made play dough cookies. They tell the childminder how they have rolled the dough and made sure it is flat enough for the cookie cutter to fit inside. They beam with pride as she listens carefully and praises their efforts. Children welcome visitors warmly and are keen to share their experiences. Overall, children behave well.

p.2

The provision is good

Children enjoy regular opportunities to play outdoors. They benefit from visiting and learning about places in the local community, such as parks, places of worship and shops. This helps to broaden their experiences of the world around them. Children learn about the importance of healthy foods and bodies. They enjoy picking blackberries and baking with them. Children help to prepare nutritious meals and snacks and sit together as they eat.

p.2

need to do better?

n The childminder provides experiences for children which are based on their interests. For example, when children showed interest in sunflowers they saw on an outing, they later painted pictures of them. The childminder makes the most of opportunities to extend children's vocabulary. She talks to them about the colours they are using when painting, using words such as 'contrast' to extend their vocabulary further. They discuss mixing colours to make new ones. Children confidently talk about what are primary and secondary colours. n Overall, children are polite and respond positively to instructions. However, the childminder does not always explain to children why certain behaviour is unwanted, such as when they snatch toys. Therefore, children do not always learn about the consequences of their behaviour on themselves or others. n Children form strong attachments to the childminder. She meets their emotional

p.2

need to do better?

needs well, which helps them to feel settled and secure. Younger children choose their favourite book, 'Funny Bones', and happily snuggle up to the childminder as she reads to them. The childminder invites all children to join in and they talk about the characters and the illustrations. n Partnerships with parents are extremely good. Parents appreciate the

p.2

need to do better?

25 August 2021 reassurance and support given by the childminder. She regularly shares information about their children's development and activities so that parents feel involved in their children's learning and can continue this at home. Children enjoy regular cooking activities with the childminder and take home their newly learned cooking ideas. n The childminder knows the children well and understands where they are in their development. She has high expectations of what they can achieve and adapts activities to meet children's individual needs. She gathers information on children's starting points and sets appropriate next steps for them. This helps children to make good progress and be ready for the next stage in their future learning. n Children demonstrate a positive attitude to learning. However, the childminder does not always challenge their thinking well enough to help them build on what they already know. For example, older children follow written instructions and

p.2

need to do better?

become engrossed in making play dough. They discuss what ingredients they need and enjoy measuring and mixing. However, when the dough becomes runny, the childminder does not encourage them to work out why it has become too wet. n The childminder uses self-evaluation effectively to identify and manage improvements to her practice. She has clear plans for this which are based on the needs of the children. For example, she plans to complete forest school training to help her to support children's learning outdoors.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder keeps up to date with current safeguarding guidance and training and has a good awareness of her safeguarding responsibilities. She is aware of the possible signs and indicators which may suggest a child is at risk of abuse and neglect. She has a clear understanding of the procedures to follow should she have concerns about children's safety and welfare. She is knowledgeable about wider safeguarding issues and holds a current paediatric first-aid certificate. The childminder carries out thorough risk assessments of her home, garden and when taking children on outings.

p.3

should:

n challenge children's thinking skills during activities, to deepen their knowledge and build on what they already know n help children to understand how their behaviours affect themselves and others.

p.3

Setting details

Unique reference number EY560487 Local authority Cambridgeshire Inspection number 10190712 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 10 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2018 and lives in Cambridgeshire. She operates all year round from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate childcare qualification at level 4.

p.4

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 the childminder and has taken that into account in her evaluation of the setting. n The inspector and the childminder had a tour of the setting to understand how the early years provision and the curriculum are organised. n The inspector spoke with the childminder at appropriate times throughout the inspection. She observed an activity and jointly evaluated this with the childminder. n The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning. n The inspector looked at relevant documentation, including evidence of the suitability of all those living in the household. She also sampled documentation, including children's records and evidence of paediatric first-aid training.

p.5

Inspection activities

n The inspector spoke to parents and also took account of written feedback.

p.5

Inspection activities

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.

p.5

Inspection activities

25 August 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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