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 Good

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The provision is good

Children are happy, settled and engaged in purposeful play. They show that they feel safe and secure as they confidently move around the childminder's home and settle to their chosen activity. Children smile broadly as they use a range of utensils to pour water into different sized containers. They watch carefully to see which opening water will gush through when they pour it into funnels on the water wall. They giggle when the water splashes on their legs.

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The provision is good

Children thoroughly enjoy drawing and frequently choose to do so throughout the day. They use crayons and pencils to create pictures. They use paintbrushes and water to make marks on the fence and garden path. Children show a keen interest to write their name and listen carefully to the childminder's instructions to form letters accurately.

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The provision is good

Children learn how to keep themselves safe. For example, they learn about road safety and why it is important to stay together when they go on outings with the childminder. Children develop their skills and knowledge well over time. For instance, they gain increasing scissor control as they start to cut play dough and move on to paper, card and felt. Children have lots of opportunities to practise and build muscle control.

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need to do better?

n The childminder and her assistant act as good role models for children. They provide a calm environment, talking gently and respectfully with each other and with children. They listen to children and provide clear guidance to help them develop a sense of right and wrong. Children behave well and show respect towards each other. For example, older children share toys readily with younger children and step back to allow equal turn-taking when they play on the slide. n The childminder is well qualified and experienced. She has a good understanding of how children typically learn and develop. The childminder knows what she intends children learn and plans well to help children build on what they know and can do. She notices and checks children's progress regularly, adapting teaching appropriately so that children gain the skills and knowledge they need for life in modern Britain. n The childminder shares information and discusses with parents the progress

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need to do better?

their child makes in learning and what they need to learn next. Parents share information about children's achievements at home. This helps the childminder plan effectively to support children's ongoing learning and emerging interests. n The childminder encourages children to develop a love of books and reading. She provides a wide range of books that reflect children's interests and cultures. Children look at books independently and listen attentively when the childminder

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need to do better?

6 September 2021 reads to them. n Children develop curiosity about the world around them. The childminder takes children to local parks and woods, where they learn about the natural environment. Children develop an interest in nature and insects. The childminder helps children to build their knowledge, such as learning about ants and their natural habitat. n The childminder encourages children to do things for themselves. She works with parents to help children become independent in their toileting needs. Children eagerly put on their shoes when it is time to play outside. They learn about healthy food choices. For example, they talk about healthy foods to eat at snack, such as grapes, cucumber and apple. n The childminder works well with parents and other professionals to meet children's specific needs, including children with special educational needs and/or disabilities. The childminder implements targeted support that help

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need to do better?

children make good progress in their learning and development. n The childminder ensures that her assistant is supported to develop their skills and knowledge. They have regular discussions about the impact of their practice on children's learning and development. The childminder encourages her assistant to attend training and access online research to further enhance their practice, including seeking professional qualifications. n The childminder and her assistant ask children questions and talk to them as they play. However, they tend to use simple words and phrases and do not focus on helping children to build a wide and varied vocabulary.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder ensures that both she and her assistant attend regular training about child protection and safeguarding. They confidently fulfil their role to protect children from harm and know what to do should they have any concerns about a child's welfare. The childminder and her assistant understand wider safeguarding issues, such as the risks to children of female genital mutilation. The childminder makes effective use of risk assessments that help to keep her home safe for children.

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should:

n enhance understanding and practice to help children build a wide and varied vocabulary.

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Setting details

Unique reference number EY442027 Local authority Peterborough Inspection number 10206163 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 12 Number of children on roll 8 Date of previous inspection 12 April 2019

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Information about this early years setting

The childminder registered in 2012. She operates all year round from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate early years qualification at level 4. 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 This was the first routine inspection the provider received since the COVID-19 (coronavirus) pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The childminder spoke to the inspector about their intentions for children's learning. n Children spoke to the inspector during the inspection. n The inspector observed the interactions between the childminder, their assistant and children. n The childminder and inspector discussed how the curriculum had been implemented and the impact this had on children's learning. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

6 September 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

6 September 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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