Childminder in Peterborough

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 are happy and safe in this homely environment. This is evident from how happy they are as they play and interact with each other. Children confidently find activities to play with. They behave well and use good manners. The childminder is ambitious about the curriculum. She knows children and their families well and uses this knowledge to plan activities. Children have positive attitudes towards their learning and engage well in their play. For example, they relish the opportunity to sit and hear stories read to them. The childminder skilfully encourages children to recall parts of the story. This helps to build on what children know.

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The provision is good

Children benefit from regular outings to a wide range of places, such as local soft- play centres and parks. They also spend time exploring in the garden. The childminder organises the garden to encourage children to be curious. For instance, they access an area at the back of the garden that is filled with interesting things, such as toy dinosaurs. These outdoor activities also help children to develop their hand-to-eye coordination. Children demonstrate a good understanding of the rules in the childminder's home. For instance, they tidy away toys before getting more out to play with.

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need to do better?

n Children feel settled and comfortable in the childminder's home. They build close attachments with her and make friendships with other children. This helps them to feel safe and secure. n The childminder works collaboratively with schools to support smooth transitions. When children move provisions, she shares children's progress with teachers. The childminder liaises with local schools to understand what they are teaching children. This helps her to plan what children need to learn next and ensures they are school ready. n The childminder observes the children frequently as they play. She makes regular assessments of their learning and accurately identifies the skills they need to achieve next. The childminder recognises any delays in children's learning and takes appropriate steps to ensure they continue to make progress. n The quality of education is good. The childminder understands the importance of

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need to do better?

providing children with the opportunity to practise and consolidate previous learning. For example, children delight in revisiting a game with toy cars and ramps. They manipulate these with skill and watch them move, giggling with delight. The childminder then introduces concepts of their different sizes and colours. She has high expectations for children and strives to ensure they reach their full potential. n The childminder interacts with children to help them resolve disputes that arise, for example, when both children want the same toy. From an early age, children

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need to do better?

1 July 2022 begin to learn to offer an alternative toy for their friend to play with, negotiating exceedingly well. n The childminder provides children with a variety of opportunities for mark making. For example, older children show sustained levels of concentration as they carefully draw their own pictures and confidently talk through what they have drawn. n Overall, children's language and communication development is promoted well through many activities that focus on developing language. New words are celebrated. However, occasionally, the childminder does not give children enough time to think and respond during conversations, so that they can demonstrate what they already know. n The childminder has an effective partnership with parents. She talks to parents at drop off and collection time and sends photos of what the children are doing. This means that parents can continue to support their children's learning at

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need to do better?

home if they wish. Parents comment positively about the childminder's service. They say that she is friendly and communicates well. n The childminder supports children to develop a love for books and reading. She reads books that she knows children enjoy, to engage all children. Older children are quick to join in with familiar words and phrases. Younger children take an interest in the illustrations they see. The childminder takes the children to the local library to further support their listening skills and interest in books.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a safe and secure home. She understands her responsibilities to keep children safe from harm. She knows who to contact and what to do if she has a concern about a child's welfare. The childminder attends safeguarding training to keep her knowledge up to date. She is aware of wider aspects of safeguarding, such as the 'Prevent' duty. The childminder ensures that suitability checks are carried out for her household members to ensure that children are safe. The childminder maintains a safe environment. She carries out fire drills with children, so that they understand what to do in an emergency.

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should:

n allow children time to respond to questions and to start conversations, to further develop their language and communication.

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Setting details

Unique reference number EY482951 Local authority Peterborough Inspection number 10219445 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 10 Date of previous inspection 19 August 2016

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Information about this early years setting

The childminder was registered in 2014 and lives in Peterborough. She operates all year round from 7am to 6pm, Monday to Friday, except bank holidays and family holidays.

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Inspection activities

n This was the first routine inspection the childminder received since the COVID19 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 observed and spoke to children, indoors and outdoors, paying attention to how effective the curriculum is for children's learning. n The childminder and the inspector had a learning walk and discussed the childminder's intentions for children's learning. n The inspector observed interactions between the childminder and the children. n The childminder and the inspector discussed the implementation of the curriculum and the impact this has on children's learning. n Parents shared their views of the setting with the inspector. n The inspector viewed a range of documentation, including the childminder's paediatric first-aid certificate.

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Inspection activities

1 July 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

1 July 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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