Bathmaker, Heather Frances

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 thoroughly enjoy their time with the childminder and show that they are secure and settled. They eagerly explore the toys and enthusiastically participate in activities. With the childminder's sensitive help, children learn to manage their behaviour. They talk about feelings and how their behaviour affects others. Children are kind and caring. They quickly bring favourite toys to their friends when they notice they have fallen over. Children show a practical understanding of safety and are considerate as they play. For example, older children carefully manoeuvre ride-on toys when they approach younger children.

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The provision is good

Children have many opportunities to develop physical skills. They balance on rocking toys and competently climb in and out of ride-on toys. Children enjoy many outdoor activities that help to extend their knowledge. They visit a nearby farm shop, where they buy fruit and vegetables and talk about which foods are good for them. They are developing a sense of belonging in their community as they participate in local events. Children also learn about the wider world. They send pictures and letters to the Royal Family and are excited when they receive replies. The childminder appreciates that children may not be used to interacting with others due to the COVID-19 lockdowns and so allows additional time for them to settle.

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need to do better?

n Children make good progress. The childminder is clear about what children know and can do and what they need to learn next. She plans play opportunities that reflect children's interests and help them to take the next step in their learning. The childminder continuously assesses children's progress and takes prompt action to close any potential gaps in their learning. n The childminder continuously reviews her practice. She completes further training to help develop her knowledge. For example, having completed training to help promote children's love of reading, the childminder now creates story trails in the nearby woods. Children love running from tree to tree and discovering pictures of their favourite characters. n The childminder speaks clearly to children. They learn new vocabulary as they play. For example, when playing with coloured ice, young children learn to describe the ice as 'freezing cold' and talk about it 'melting' in the sun.

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need to do better?

n Children who speak English as an additional language make good progress. The childminder supports them to learn English, for example, through reading and singing. She also respects their home language. For instance, she reads to children in English and their home language. Other children also learn these additional languages, helping them to recognise and respect differences. n Children show a positive approach to their play and learning. They enjoy many

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need to do better?

5 July 2022 activities associated with their interests. For example, children play on toy tractors, and visit a farm to see real tractors in action. They develop a good understanding of different types of printed material as they look at books and magazines relating to tractors. n Children remember what they have learned and persevere at tasks. For example, when a wheel falls off a toy pushchair, children remember how they previously fixed this. They persevere until the wheel clicks back on and proudly show the childminder. n Children are becoming increasingly independent. They understand their needs, such as the need to drink plenty of water throughout the day. Even very young children help themselves to their water containers as they play. n Children enjoy participating in activities and these are generally well adapted to suit each child. However, the childminder sometimes answers questions for children and solves problems for them, rather than encouraging them to do this

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need to do better?

for themselves and extend their critical-thinking skills. n The childminder works well with other settings that children attend, helping to ensure they receive consistent care. Additionally, the childminder builds good relationships with parents. They report that they are very confident that their children are safe and well cared for. Parents appreciate the many activities that 'make education and learning fun' and feel that the childminder communicates well with them. However, the childminder does not consistently support parents to extend their children's learning at home.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder maintains a good knowledge of safeguarding and completes regular training to refresh her understanding. She is clear about the possible signs that may indicate a child is at risk of harm and knows how to report these to the relevant professionals. The childminder also understands additional safeguarding issues, such as the risks associated with exposure to extreme beliefs or practices. She appreciates the possible dangers related to using the internet and makes sure she protects children.

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should:

n extend the opportunities that support children in exploring further and developing their skills in thinking critically and solving problems n build on the support offered to parents in extending their children's learning at home.

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Setting details

Unique reference number EY413379 Local authority Cambridgeshire Inspection number 10245689 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 8 Date of previous inspection 17 August 2017

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Information about this early years setting

The childminder registered in 2010 and lives in Bassingbourn. She operates all year round, from 7am to 6pm, Monday to Thursday, except for bank holidays and family holidays. She is registered with the local authority to provide 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 provider received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The inspector observed activities indoors and outside and assessed the impact these have on children's learning. She talked with the childminder about how the early years provision is organised. n The childminder and inspector reviewed an activity together. n The inspector viewed relevant documentation, including the safeguarding procedures and the suitability of household members. n The inspector talked with children at appropriate times throughout the inspection. She also reviewed written feedback from parents and considered their views.

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Inspection activities

5 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

5 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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