Chamberlain, Laura

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 develop secure emotional bonds with the childminder. She is caring and gentle with the children. Those children who are dropped off at the childminder's home come in readily. Other children are met in the school playground or collected from their own homes. Children respond positively to these routines and feel happy and safe in the childminder's home. The childminder knows about children's home lives and talks to them about their families, significantly enhancing their sense of belonging. For example, she chats with children about their family pets and listens carefully as they talk about their animals.

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The provision is good

Children enjoy the activities available to them. The childminder stores toys and resources so that they are accessible, and children readily self-select from them. For example, children choose to play in the role play shop and use the scanner to scan foods. They pretend items are other objects, for example using the scanner as a forehead thermometer to 'take their temperature'. Children enthusiastically take responsibility for tidying away when they have finished. They enjoy their play and learning and particularly enjoy being outdoors. Children play harmoniously together and sit together to listen to stories read by the childminder.

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need to do better?

n The childminder is committed to the continuous improvement of her setting. She reflects on the quality of her provision and considers the views of parents and children when planning for improvement. n The childminder regularly completes relevant training courses to further her own professional development. She states that some training reassures her that she 'is doing the right thing' and other training gives her valuable ideas to improve the provision for children further. n Children are helped to learn about the importance of good hygiene routines. They are encouraged to manage their own personal care. The childminder understands the importance of children being potty trained before they move on to the next stage of their learning, such as going to school. She supports children to attempt to put on their own shoes. n Children behave well and know what is expected of them. They are helped to consider the needs and feelings of others, share and take turns. The childminder

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need to do better?

talks gently to children to explain why some behaviour is unacceptable, helping them to understand right from wrong. n Children have a good attitude to play and learning. The childminder knows them well and is actively engaged in their play. Although she plans activities, she is led by what children want to do. For example, she plans an activity with play dough and intends to talk about letter shapes. The children are more interested in exploring the texture of the dough, using the rolling pins and cutters. The

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need to do better?

23 September 2021 childminder readily adapts her plans to meet this interest, while continuing to build on what children already know. n The childminder chats to children as they play and readily engages them in conversation. She introduces new vocabulary. For example, when playing with the dough, the childminder introduces the words 'squish' and 'squeeze'. However, she does not consistently give children enough time to think and respond to questions before giving them the answers. n Children enjoy playing outdoors where they have access to a varied range of resources to promote their physical skills. However, the childminder does not consider all areas of learning when planning for outdoor play. This does not fully support those children who learn best when outdoors. n Parents have provided written testimonials. These indicate that they are happy with the service provided. They describe the childminder as 'kind, caring and

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need to do better?

helpful' and are 'comfortable and reassured' that their children are safe. The childminder has worked hard to help parents feel part of her setting during the COVID-19 (coronavirus) pandemic, including giving new parents a virtual tour of her setting. Parents appreciate the good level of communication that keeps them fully informed about their child and also encourages them to continue to share what they know.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder fully understands her responsibilities to safeguard children and protect their welfare. She has a good awareness of the indicators of potential abuse. The childminder has a comprehensive safeguarding policy, and also a 'quick reference sheet' that she can refer to in order to ensure that she is able to respond to concerns in a timely and appropriate way. The childminder has completed training in child protection and is aware of wider safeguarding issues. For example, she understands the importance of identifying and supporting children or families who may be at risk of harm from extreme behaviours and views.

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should:

n extend the opportunities for children to develop their critical thinking skills n broaden the opportunities for children's development, particularly for those who prefer to play and learn outdoors.

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Setting details

Unique reference number 2501451 Local authority Cambridgeshire Inspection number 10191450 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 4 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2018 and lives in Huntingdon, Cambridgeshire. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder receives funding to provide free early education for two-, three- and four-year-old children.

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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 the childminder and has taken that into account in her evaluation of the setting. n The childminder showed the inspector the premises and discussed how she ensures it is safe and suitable. She spoke to the inspector about her intentions for children's learning. n The inspector spoke with the childminder at appropriate times throughout the inspection. She observed a planned activity and jointly evaluated this with the childminder. n Children told the inspector about what they enjoy doing while with the childminder. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n Parents shared their views of the setting with the inspector through written

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Inspection activities

testimonials. n The childminder provided the inspector with a sample of key documentation.

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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.

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Inspection activities

23 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

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