Childminder in Cambridgeshire

Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Overall effectiveness at previous inspection Outstanding

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The provision is outstanding

Children are extremely well settled in the childminder's care. They have high regard for their friends and the childminder. This is because the childminder is a wonderful role model. She has the utmost respect for each child and demonstrates this in all of her interactions with them. Children have high levels of self-confidence and esteem. They are so eager to learn new knowledge and skills and show an amazing ability to recall previous learning. For example, children confidently refer to books and small models to show visitors what they have learned about the lifecycle of the butterflies they are growing.

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The provision is outstanding

Children's behaviour is exceptional. They show a mature approach towards their consideration of others. For example, they independently say, 'I'll put the pot in the middle, so you can reach too'. Children's mathematical development is very advanced given the different ages of the children. Older children confidently announce that when they add items to their row of toys, they have changed the total number. The younger children are able to count and identify numbers beyond five. Children make this fantastic progress because the childminder uses every possible opportunity to consolidate and extend children's knowledge and skills in every area of their learning. This provides such a solid foundation for each child by the time they move into full-time education.

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need to do better?

n The childminder is an expert practitioner and this is recognised by parents and other early years professionals. The childminder continuously strives to improve her already excellent knowledge and skills, all for the benefit of the children she cares for. n The childminder provides an ambitious curriculum and has very high expectations of what children can achieve, right from a young age. She gives children a strong ownership of their learning and gives them time to develop their resilience and independence skills. For example, children choose the healthy options they would like for lunch and then make this completely by themselves. n The childminder uses her excellent knowledge of each child and their family to build on experiences that children have at home. This gives children more depth and breadth to their knowledge and skills. For example, the childminder knows that children enjoy painting at home, so provides them with a more extensive

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need to do better?

range of resources, such as charcoal and pastels or the opportunity to vertical paint on a sheet tied between two trees. n Children of all ages are very articulate. The childminder interacts with children superbly. She sensitively repeats what they say with correct pronunciation, widens their vocabulary at every opportunity and gives children time to express

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need to do better?

30 March 2022 their own thoughts and ideas. n Children show great exploratory skills and curiosity. For example, they decide to add daffodil petals and herbs, such as basil, to the dough they have made. They delight in the wonderful smell this creates. Children use a simple recipe card to check they have all the ingredients they need and those they have not yet added. Children solve problems such as the difference between salt and sugar. The childminder poses questions to make children think. For example, she asks them to think about what the mixture needs to make it more or less 'gloopy'. The childminder asks children if they can remember what is in the centre of the daffodil and children confidentially recall it is pollen. Children independently measure the number of cups of each ingredient required and know to refer back to the recipe card if they forget. n Children thoroughly enjoy outdoor activities in the childminder's own garden and

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need to do better?

a forest school area the childminder has sourced. Children have lots of opportunities to explore the outdoors, seasons and nature, and gain high levels of confidence as a result. n The childminder develops a strong partnership with parents and any other providers who also provide care to the children, right from the start. Parents are extremely happy with the care the childminder provides for their children. They say that the childminder provides an 'incredible setting' and goes the extra mile to make a difference for families. They say they trust the childminder implicitly and their children absolutely love the 'amazing outdoor spaces'.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has an excellent knowledge of safeguarding. She is mindful of establishing professional relationships with parents, so that they are clear about her responsibility to keep children safe and protected from potential harm. The childminder is very clear about who she would report any safeguarding concerns to. She has a secure understanding of wider safeguarding concerns and what action she would take to protect children, for example, from radicalisation.

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Setting details

Unique reference number EY442170 Local authority Cambridgeshire Inspection number 10113196 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 9 Date of previous inspection 5 April 2016

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Information about this early years setting

The childminder registered in 2012. She lives in a village close to St.Ives, Cambridgeshire. The childminder operates from 7.30am to 5.30pm, Monday to Thursday except for bank holidays and family holidays. The childminder holds a childcare qualification at level 3. 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 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 provision. n The childminder and inspector completed a discussion about how the curriculum is organised and what they intend children to learn while in their care. 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 childminder completed a joint evaluation of an activity. n The inspector looked at relevant documentation and evidence of the suitability of persons living in the household. n A number of parents gave written feedback to the inspector for the inspection

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Inspection activities

and the inspector took account of their views.

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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

30 March 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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