Stacey Leahann Thurgood

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 arrive confidently and settle easily. They are warmly greeted by older children and the childminder. Children show that they feel very comfortable and safe in the childminder's and her co-childminder's care. They behave very well and older children provide good role models for those younger than them. Young children show that they are learning to share. For example, they independently volunteer a favourite toy to another child. Children show curiosity about the world around them, for example, as they pretend to use toy tools to 'screw' in screws on an upturned chair.

p.2

The provision is good

Young children show good concentration levels for their age as they enjoy joining older children as they play a game. They patiently wait their turn and show increasing strength in their fine motor skills as they use their forefinger to spin the spinner. Children match pictures correctly and count with the childminder to see if they have won. Young children learn to care for themselves. For example, when asked to get a tissue, they immediately know where these are kept and fetch one.

p.2

The provision is good

Children learn about other families beyond their own, different cultures and ways of living. For example, they have created a scrapbook of different countries and how different groups of people live.

p.2

need to do better?

n The childminder knows children and their families extremely well. This enables her to provide a wide variety of activities and experiences to meet their needs across all areas of learning. Children with special educational needs and/or disabilities are given good levels of support to ensure their needs are met and their good progress fully supported. The childminder works well with other professionals and providers to ensure that pertinent information is shared so that children benefit from a consistent approach to their care and education. n The childminder works from her co-childminder's home. They have both created a warm, inviting and stimulating learning environment. Resources are organised well so that children can make independent choices and decisions about their play. The childminder is clear about the skills and knowledge she and her co- childminder want children to learn before they leave to go to school, such as to

p.2

need to do better?

be independent. n Overall, the childminder supports children's early language development well. For example, she understands the importance of sharing stories to promote children's communication and language. However, sometimes, she uses more familiar ways of saying words, such as 'piggy' or 'doggy'. This means that young children do not consistently hear the correct pronunciation of words as they are learning to speak.

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need to do better?

17 February 2022 n Children are offered a range of healthy snacks and meals throughout the day, which supports their good health. Children's choice of meals is taken into account when planning the weekly menus. Children learn about oral health through meaningful discussion and resources. n Children in receipt of early years pupil premium are well supported. The funding is targeted appropriately to enhance children's development and participation in activities. n All feedback received from parents is very positive. Parents are extremely grateful for the support that the childminder and her co-childminder give them and their children. They comment that they are both 'amazing' and say that they are approachable, friendly, caring and always keep them informed and updated. Parents say that communication between themselves, the childminder and her co-childminder is 'fantastic'. The childminder always has the children's best

p.2

need to do better?

interests at heart and aims to provide as much support as she can for them and their families. n The childminder has worked hard following the COVID-19 pandemic restrictions to identify and address the impact that these have had on young children, especially with regards their personal, social and emotional development. The childminder is proactive in seeking training that further enables her to develop her skills and knowledge to support children's individual needs.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder demonstrates a good knowledge of the signs and symptoms of abuse. This includes those relating to wider aspects of safeguarding, such as if children are being exposed to extremist views and beliefs. The childminder can identify possible signs of abuse and knows how to report child protection concerns. The childminder completes regular training to keep her safeguarding knowledge up to date. She works very closely with her co-childminder to ensure that children's safety is always prioritised.

p.3

should:

n develop consistency when modelling language, to help young children to hear and use the correct pronunciation of words.

p.3

Setting details

Unique reference number EY553200 Local authority Cambridgeshire Inspection number 10174242 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 21 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2017. She works from her co-childminder's home in Whittlesey, near Peterborough. The childminder operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a childcare qualification at level 3. She provides funded early education for two-, three- and four-year-old children.

p.4

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 their evaluation of the setting. n The childminder and the inspector had a learning walk together and discussed how the curriculum is organised. n The inspector observed the quality of teaching during activities indoors and assessed the impact this has on children's learning. n The inspector spoke with the childminder at appropriate times throughout the inspection. n Children spoke to the inspector about the activities they were doing. n The inspector and the childminder carried out a joint evaluation of an activity. n The inspector looked at relevant documentation. n A number of parents provided written feedback to the inspector, and the inspector took account of their views.

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.

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Inspection activities

17 February 2022 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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