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 happy and enjoy their time with the childminder. They demonstrate that they feel safe and secure as they interact confidently with her and huddle together to read books and sing songs. Children show a great deal of concentration as they listen carefully. They delight in joining in with repeated refrains and recalling key parts of the familiar story 'We're Going on a Bear Hunt'. Young babies enjoy joining in too and become thoroughly involved when singing traditional nursery rhymes, vocalising sounds and learning actions. Furthermore, babies fully immerse themselves in sensory activities provided by the childminder, such as investigating the grainy properties of blended cereals. All children relish playing together. The childminder adapts the activity to cater for the interests of the older children by adding water and toy dinosaurs. Children learn new words linked to texture.

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The provision is good

The older children develop a good sense of independence and help the childminder with everyday tasks. For example, they assist her in preparing snacks and activities. Children are learning to share. They are kind, caring and considerate towards each other and play cooperatively together. Children demonstrate good manners and regularly say 'please' and 'thank you'.

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need to do better?

n The childminder is aware of the potential impact that the COVID-19 pandemic has had on children's learning and development. She has identified that, after the national restrictions, some children need support with developing their social skills. The childminder recognises that children benefit from social interaction and plans experiences to support this. For instance, they attend stay-and-play sessions within the local community to enable children to mix in larger groups. n Children are becoming confident communicators. For example, children readily engage in back-and-forth conversations with the childminder about previous events. The childminder repeats any mispronunciation of words correctly. Therefore, children are hearing and learning how to say words properly. Furthermore, the childminder introduces new words during their play, such as 'carnivore', to increase children's vocabulary and understanding.

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need to do better?

n Parents are extremely satisfied with the setting. The childminder obtains children's starting points from parents so she can plan for children's learning from the very beginning. She offers 'family days' for parents to involve them in their children's education and strengthen relationships further. Parents comment about the progress their children have made and that they 'couldn't ask for a more wonderful setting' for their children to attend. n The childminder is a good role model and regularly praises children for their efforts. Children behave well, follow instructions and help to tidy up. They are

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need to do better?

22 June 2022 developing strong listening and attention skills. For example, children concentrate and sit for prolonged periods of time during adult-led activities. n Children enjoy the freedom of free-flow access to the outdoor garden. This helps to promote their good health and develop their physical skills. Additionally, the childminder encourages children to thoroughly wash their hands independently before mealtimes. n Children develop early mathematical skills as the childminder encourages them to test out ideas. For example, they add water to the blended cereal in order to make sandcastles and other shapes. n The childminder plans a curriculum and knows what skills she wants children to learn. For example, she focuses on teaching children independence skills in preparation for school, such as dressing themselves and encouraging them to ask for help when necessary. However, the childminder's curriculum is not

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need to do better?

precisely focused enough on the learning intentions for children during planned activities. n The childminder undertakes mandatory training to keep her knowledge current and up to date. However, she has not focused on identifying professional development opportunities to extend her teaching skills and improve children's learning.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder is knowledgeable about all aspects of child protection. She understands the signs of abuse and additional areas relating to safeguarding, such as radicalisation. The childminder is clear about her responsibilities to protect children from harm and knows the procedures to take should she have any concerns. The setting is secure and the childminder supervises children well to ensure they are safe as they play. The childminder teaches children about personal safety. For example, she reminds them to cut their fruit in half to prevent any choking incidents.

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should:

n expand curriculum planning further to ensure the learning intentions for each child are clear, especially during planned activities n identify professional development opportunities to strengthen existing knowledge and enhance the quality of teaching to a higher level.

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Setting details

Unique reference number 2545133 Local authority Cambridgeshire Inspection number 10215517 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 10 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2019 and lives near March, Peterborough. She 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.

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Inspection activities

n This was the first routine inspection the provider 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 and the inspector completed a learning walk together to discuss the childminder's intentions for children's learning. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n The inspector carried out a joint observation of a group activity with the childminder. n Children spoke to the inspector about their time spent with the childminder. n The inspector spoke to parents during the inspection and read written feedback to gather their views. n The childminder provided the inspector with a sample of key documentation on request.

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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

22 June 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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