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 are warmly welcomed into the homely environment the childminder creates. They quickly engage in experiences, using the wide range of toys available for them to choose from. Children benefit from having a strong relationship with the childminder, who they seek out for comfort. This helps them to feel safe and secure. Children look at family photos with the childminder and talk about who they can see and where they live. Children use their knowledge to role play real-life experiences. For example, they happily make the childminder cups of tea and care for baby dolls in pushchairs. Children have regular access to the garden. The childminder talks with children about what plants need to help them grow. They enjoy filling up their watering cans to water the carrots and cornflowers. This helps children to learn about and care for the world around them.

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The provision is good

Children's behaviour is good. They learn to share and take turns. For example, as they use the slide, they wait patiently for each other to finish their turn. Children are friendly and develop confidence to talk to visitors, who they keenly invite to dance with them. They enjoy singing and dancing throughout the day. Together, the childminder and children sing as they wash their hands and brush their teeth. This helps the children to learn and practise good hygiene skills.

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need to do better?

n The childminder is kind and caring towards children. She prioritises their emotional well-being and plans a consistent daily routine that supports younger children to know what to expect throughout the day. The childminder quickly recognises when children need reassurance and affectionately talks to them about how they are feeling as she comforts them. n The childminder has developed a curriculum in which she intends to teach children a wide range of skills. She focuses on teaching children independence skills, such as dressing themselves and learning to successfully use cutlery at mealtimes. Children access books independently, turning the pages while they sit comfortably. They practise their physical skills as they throw balls and manipulate small 'fiddle' toys. However, the childminder does not clearly identify learning intentions for children in planned activities and does not always teach children to manage risks independently.

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need to do better?

n Children engage well in their play and often invite the childminder to join them. She uses mathematical language to support learning as children explore large stones in the water. She encourages children to weigh the stones in and out of the water, commenting on how heavy they feel. Children's developmental progress is monitored, and gaps in their knowledge are identified. The childminder often reflects on her own knowledge of child development. She is keen to undertake additional training to further support children with special

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need to do better?

10 May 2022 educational needs and/or disabilities. n The childminder supports children to develop their communication skills. She frequently engages children in conversations, which increases their vocabulary and confidence in speaking, listening and understanding. She asks questions as children play and uses their names to engage quieter children. When children play with toy farm animals, the childminder asks questions to challenge their understanding. For example, she says, 'Can you find me a horse?' The childminder encourages children to make the noises of the animals, which helps children to practise making new sounds. n The childminder considers how to support children to settle into her care effectively. She recognises the impact that the COVID-19 pandemic may have had on children's experiences outside of the home in their early stages of life. The childminder adapted her practice to ensure that new children gradually

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need to do better?

increased their time in her care. For example, she met with parents at the local park where they could support the transition of their children to the childminder's care. Children benefit from regular outings around the local community. For example, they go on visits to the shops and allotments, which helps to widen their experiences. n Parents are extremely positive about the childminder. They say the childminder has 'love and joy around the children'. They appreciate the daily photos and communication from the childminder. This helps them to feel well informed. Parents talk about what their children can do now that they could not do before. They recognise how the childminder suitably challenges the children as they progress, to further develop their skills.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good knowledge of her role and responsibilities to safeguard children. She has a secure knowledge of the signs and symptoms that a child may be at risk. The childminder knows the correct procedures to follow and who to contact if she has concerns about a child's welfare. This includes wider safeguarding issues, such as extremist views and behaviours. The childminder undertakes regular training to update her knowledge. She maintains a safe home environment.

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should:

n support children to identify and safely manage risks during their play n develop activity planning further so that the learning intentions for each child are clear.

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Setting details

Unique reference number 2514429 Local authority Cambridgeshire Inspection number 10207865 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 3 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 all year around from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays.

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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 setting. n The inspector discussed with the childminder how the curriculum is planned and implemented. The inspector observed the quality of education being provided and assessed the impact that activities have on children's learning. n The inspector looked at available documentation. n The inspector spoke to the childminder, the children and their parents at convenient times throughout the inspection. n The inspector observed the childminder interacting with the children in a planned activity and discussed the outcomes.

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Inspection activities

10 May 2022 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

10 May 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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