Kelly King

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 enjoy their time with the childminder. They are settled and secure and show growing independence, as they choose toys to play with and settle down to explore these. The childminder has high expectations and children respond to her positive approach. They calmly persevere with tasks. For example, they choose to fold an activity mat and balance this on a box. They try again each time the mat falls and show great pride when they succeed. Children show a mature understanding of feelings and behaviour. They are kind to one another and share the toys and resources. For instance, older children choosing musical instruments are keen that their friends are included and pass them instruments.

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The provision is good

The childminder shows a sensitive understanding of the effects of the COVID-19 national lockdowns. She recognises that some children have not had as many opportunities to socialise. She offers these opportunities, supporting children well and helping them to interact with their peers. Children gain a good understanding of safety. They know they need to tidy up the toys on the floor as they could fall over these. Children develop good physical skills. They concentrate as they join pieces of railway track, helping to develop their smaller hand muscles.

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need to do better?

n Children make good progress. The childminder assesses their development well and has a clear understanding of what she needs to help them learn next. The childminder is confident in using daily play to support children in developing their knowledge and skills. She uses practical procedures to monitor children's progress, quickly noting any weaker areas and offering support, so that no child falls behind in their learning. n The childminder promotes children's language and communication. She responds when babies babble, encouraging them to make further sounds. She supports older children to learn new vocabulary, making sure they understand this and encouraging them to use the words. For example, children playing with toy food learn the term 'spaghetti bolognese'. They later use this in role play when they pretend to cook for one another. n Children show a keen interest in books. They enjoy familiar stories, which the

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need to do better?

childminder reads with animation and enthusiasm. She skilfully maintains children's attention. For example, young children explore the textures on each page and eagerly help to turn the pages. n The childminder makes good use of opportunities to support children's learning, such as extending their understanding of counting. Young children playing with tambourines eagerly count 'one, two, three' before shaking the tambourines. They then count the number of musical instruments, correctly counting to three. n The childminder works well with parents and keeps them up to date with what

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need to do better?

23 November 2021 their children have been doing. She offers ideas that support parents in extending their children's learning. Parents report that their children look forward to seeing the childminder and she supports them well in understanding their behaviour. n Children gain a practical understanding of their community and the wider world. They regularly use local facilities, such as shops, a farm and museum. Sensitive discussions help children to appreciate differences and to understand how issues, such as racism, can affect people. n The childminder builds on children's interests and offers them a broad range of play opportunities. For example, when children show an interest in insects, the childminder reads them associated books. Children use their creative skills as they make dough caterpillars and write poems about butterflies. They develop their mathematical knowledge as they play a game to find the matching butterfly

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need to do better?

halves. n Children gain some understanding of healthy lifestyles. They play a game to decide which food items are good for them. However, the childminder does not consistently reinforce these messages on a daily basis. For example, she does not help children understand why it is important to wash their hands or why they do not drink from one another's cups. n The childminder does not work as effectively as possible with other childcare providers to promote children's development to the maximum.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder demonstrates a good understanding of her responsibilities in promoting children's welfare. She completes regular training to help keep her knowledge of safeguarding up to date. The childminder knows how to recognise any concerns about children's welfare. She is clear about reporting these promptly to the appropriate agency, so that children's safety and well-being are always promoted. The childminder understands how to identify risks associated with exposure to extreme views and practices. She recognises the possible dangers associated with use of the internet and takes effective action to protect children.

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should:

n develop further the daily practice that supports children in understanding the relevance of hygiene and healthy lifestyles n enhance the procedures for working with other childcare providers caring for the children.

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Setting details

Unique reference number EY434189 Local authority Cambridgeshire Inspection number 10214837 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 14 Date of previous inspection 27 June 2018

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Information about this early years setting

The childminder registered in 2011. She operates all year round from 7.30am to 4.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. She 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 setting received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the setting and has taken this into account in their evaluation of the setting. n The inspector observed activities and assessed the impact these have on children's learning. She carried out a tour of the home with the childminder to discuss and understand how the early years provision is organised. n The childminder and inspector reviewed an activity together. n The inspector viewed relevant documentation, including the safeguarding procedures and the suitability of household members. n The inspector talked with children at appropriate times throughout the inspection. She considered their views and those of parents.

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Inspection activities

23 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

23 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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