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 enjoy their time in the care of the childminder, who responds sensitively to their emotional needs. For example, children who are new to the setting are provided with favourite toys to help them settle. The childminder responds warmly and calmly if children become upset, providing them with the language of feelings as she reassures them. Children show confidence as they move around the childminder's home and garden.

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The provision is good

Children enjoy regular outings away from the setting, such as visits to local libraries, toddler groups, trips on the bus and nature walks. This helps to extend their understanding of the wider world around them. Children have a good attitude to play and learning. Toddlers show high levels of determination as they work out how to fit building blocks together. Babies show curiosity and delight as they explore the sounds different musical instruments make.

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The provision is good

Due to the COVID-19 pandemic, the childminder has reduced the time parents are in the setting. She makes effective use of electronic communication methods to keep parents updated about their child's well-being and learning. Parents are very complimentary about this system. They praise the home-from-home environment the childminder provides.

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need to do better?

n The childminder offers good-quality education. Overall, children are developing the skills they need for future learning. The childminder has a clear understanding of what she wants children to learn and why this is important for them. On the whole, the childminder plans interesting and engaging activities. She sets up the environment to support the learning intentions she has for children. However, on occasions, the childminder does not make the most of activities to fully meet the developmental stages of younger children in her care. n The childminder is aware of the impact the COVID-19 pandemic has had on some children's development, particularly around language and social skills. She has worked sensitively with parents to provide effective opportunities and activities to help children catch up. n On the whole, children's language development is well supported. The childminder talks clearly with the children as they play. She narrates the

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need to do better?

activities of babies and toddlers, introducing new words such as 'jingle' and 'shake'. They sing songs regularly, and children show an interest when books are shared in engaging ways. However, on occasions, the childminder misses opportunities to respond directly to the babbling and early language sounds of babies and toddlers. n The childminder supports even the youngest children in her care to learn to

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need to do better?

3 November 2021 become independent. Babies have their own spoons during snack times. The childminder encourages them to help pull off their hats when they come in from outside play. Toddlers know to put their arms into coats and help to put their hats on. Older children know how to put shoes on and take themselves to the toilet. n Children of all ages have regular opportunities to be physically active. The environment allows babies to safely crawl and pull themselves to standing. Older children take part in daily walks and learn to take age-appropriate risks as they explore equipment at local playgrounds. n Children are learning to keep healthy and well. All children, even babies, take part in handwashing with soap and water before mealtimes. The childminder talks with children about why they need coats and hats when the weather is cold. She encourages older children to try and eat 'a rainbow' of different fruits

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need to do better?

and vegetables each day. n The childminder weaves opportunities for early mathematical development into children's play. As toddlers build towers, she counts the number of blocks used and introduces concepts such as 'big', 'tall' and 'down'. As babies explore soft toys, the childminder narrates what shapes they have picked up. n The childminder is committed to her own professional development. She has undertaken a number of short courses since registering and has put this new learning into practice. She is keen to undertake a level 3 childcare qualification.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder fully understands her responsibilities to safeguard children and protect their welfare. She regularly updates her training and demonstrates a strong understanding of the different signs and symptoms of abuse. The childminder has a good understanding of wider aspects of safeguarding, such as the 'Prevent' duty. She has a robust safeguarding policy, and also 'quick reference cards' to support her to respond to concerns in a timely and appropriate way. The childminder is fully aware of her responsibilities should an allegation be made against her or a household member.

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should:

n enhance the planning and delivery of adult-led activities, in order to identify and achieve intended learning outcomes for individual children more clearly n extend opportunities for babies to develop their early language skills.

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Setting details

Unique reference number 2501846 Local authority Cambridgeshire Inspection number 10191792 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 4 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2019 and lives in Cambridge. She operates Monday to Thursday from 8am to 5pm, during term time only.

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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 of the setting. n The childminder showed the inspector the premises and discussed how she ensures they are safe and suitable. She spoke to the inspector about her intentions for children's learning. 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 testimonials. n The inspector spoke with the childminder and children at appropriate times throughout the inspection.

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Inspection activities

3 November 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

3 November 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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