Keegan, Alison Clare

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 arrive at the setting enthusiastically. They settle quickly into the childminder's welcoming, positive environment. Each child has their own space for their belongings and they are confident about choosing where and how they want to play. Children are actively involved in decisions about their care. The childminder respects their ideas, and they can take ownership of their play. For example, they choose to decorate the boat in the garden. Children demonstrate high levels of engagement and are kind and helpful to each other.

p.2

The provision is good

There are trusting relationships between the childminder and the children. The children feel comfortable to share information with her about their school day. Positive relationships with the parents means that children's needs are met. The childminder shares and collects information from parents which helps her to provide appropriate care. Children enjoy healthy snacks which they competently prepare for themselves and other children. The childminder supervises children to ensure they play safely, such as when playing football or smashing ice. Children enjoy a wide range of challenging activities, both inside and outside. This helps to support their physical skills.

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need to do better?

n The childminder provides a wide range of challenging experiences to support the children's learning and development. These include art and craft activities, exploring how water freezes and melts, as well as time for homework. She understands the importance of providing these opportunities, but also offers children the time and freedom to wind down after school. n The childminder gathers information about children's learning and development from parents, teachers and the children themselves. This allows her to provide activities that are interesting, fun, and which complement the learning that takes place in school so that children continue to make good progress. n The childminder engages with children during routines and activities to ask questions and make comments that encourages them to share their knowledge. She creates opportunities for children to share information with each other, and models positive, accurate language and behaviour. Children articulate their

p.2

need to do better?

understanding and have the time to explore and work together to solve problems and share ideas. n The childminder has a positive vision for her setting and has worked with the local school to provide much needed, wraparound care for families. She has worked with childminding organisations to review her provision and has identified further areas for development, such as supporting children to develop their own cookery club. n The childminder undertakes mandatory training and actively seeks out

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need to do better?

19 July 2022 opportunities to develop her skills and knowledge further. For example, she has completed training in special educational needs and/or disabilities and attending online webinars in early years. n The childminder actively listens to children and involves them in decision making. She supports them to develop their independence and to think about their choices. The childminder is particularly good at supporting children to develop relationships between each other. She offers plenty of relaxed time for children to share thoughts and feelings. n The childminder carries out risk assessments to ensure children are kept safe. She uses opportunities to talk about safety, such as when they use knives to prepare their snack. The childminder helps to keep children safe by not having the internet available to them. However, she does not consistently explain to children about how to keep themselves safe online when using technology.

p.2

need to do better?

n The childminder has high expectations for all children. She models positive attitudes and respect. Children are polite and respectful to her and each other. They follow boundaries and check back with the childminder for permission. Children understand the routine and the childminder's expectations. They support and help each other. Occasionally, the childminder does not ensure that the youngest children can do things for themselves. This is because the older take over and are sometimes too eager to help.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good understanding of safeguarding. She has developed thorough policies to ensure that she can take swift action in the event a concern is raised about a child in her care. The childminder attends training regularly, which keeps her knowledge up to date. She is able to recognise when children might be at risk of harm and to whom she should report her concerns. The childminder reviews her safeguarding processes regularly. She makes plans to ensure children's safety is not compromised, such as having additional contacts available in the event of an emergency.

p.3

should:

n offer regular opportunities to discuss with children about the importance of keeping themselves safe online n encourage younger children to do more for themselves.

p.3

Setting details

Unique reference number EY371500 Local authority Cambridgeshire Inspection number 10231771 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 18 Number of children on roll 18 Date of previous inspection 6 September 2016

p.4

Information about this early years setting

The childminder registered in 2008 and lives in Fen Drayton, Cambridgeshire. She operates term time only, offering before- and after-school care. The childminder holds an appropriate qualification at level 3.

p.4

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 childminder showed the inspector the premises and discussed how they ensure it is safe and suitable. n The childminder spoke to the inspector about their intentions for children's learning. n Children spoke to the inspector about what they enjoy doing while with the childminder. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector observed the interactions between the childminder and children. n Parents shared their views of the setting with the inspector. 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

19 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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