McLaughlin, Abaigeal

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Inadequate

p.1

The provision is good

Children are actively engaged in play and learning from the moment they arrive. They are enthusiastic as they greet the childminder and her assistants, showing that they have formed strong bonds with them. Children confidently move about the safe environment that the childminder provides. They separate easily from parents, eager to see their friends and play.

p.2

The provision is good

Children choose from a wide range of activities and resources on offer. They show good levels of concentration as they fill and empty a range of different-sized buckets with water. Children estimate how much water they need to fill the buckets and think about how much they must pour out to half fill a bucket.

p.2

The provision is good

Children are keen to help, such as when they prepare snack for their friends. They know why they must wash their hands and how to use knives safely. Children use number throughout the day. They count how many plates they need, so that everyone can enjoy the fruit snack. Children show increasing independence in their self-care routines. They use tissues to wipe their nose, dispose of the tissue in the bin and explain that they must wash their hands to clean away the germs.

p.2

need to do better?

n Since the last inspection, the childminder has sought help and guidance from the local authority to help her to improve her practice. She has acted swiftly and implemented change to ensure the requirements of the early years foundation stage (EYFS) are met. n The childminder has a good understanding of typical child development. She plans effectively to help children learn through play and to be ready for the eventual move to school. The childminder works with her assistants to reflect children's interests in their planning. This successfully motivates children to explore and build on what they already know. Children show that learning is embedded. For example, when children notice a butterfly as they play, they remember and describe the butterfly life cycle. They recall feeding and caring for caterpillars and releasing the butterflies earlier in the year. n The childminder and her assistants know children well. Through regular

p.2

need to do better?

observation and assessing children's progress in learning, they identify where children may be at risk of falling behind their peers. The childminder works closely with parents and other professionals to identify ways to help children who may need additional support. n The childminder is reflective in her practice and asks parents for feedback to help her develop further. She identifies gaps in her knowledge and plans targeted training to help her support children's individual needs. The childminder reviews her assistants' practice regularly and provides coaching and support to

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need to do better?

9 September 2022 help them develop. She has plans in place to support those assistants not already qualified to seek professional early years qualifications. n Parents state that they feel well informed about their child's day and the progress they make in learning. They are very positive about the childminder and her assistants. Parents believe their children are safe and well cared for. They know how to support children's next steps and ongoing learning at home. n Children learn to consider the impact of their actions on others. They learn how to express their emotions and show compassion towards others, such as when they feel sad. Children behave well and listen to the guidance offered by calm and caring adults. They benefit from the explanations the childminder provides to help them understand how to share and take turns. n The childminder talks to children as they play. She asks questions, narrates

p.2

need to do better?

children's actions and repeats words back to model pronunciation. However, she is not always ambitious in the language she uses when talking with children, to extend their vocabulary more widely. n Children show increasing levels of self-esteem. They are confident to express their ideas, such as when they devise games using large construction bricks. The childminder and her assistants provide children with lots of praise and encouragement. Children build resilience and perseverance to keep trying when they find something tricky or to try again when a tower of bricks falls over.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder ensures that she and her assistants attend regular child protection and safeguarding training. She shares safeguarding updates with her assistants as she receives them. They all confidently describe possible signs of child abuse and neglect and the procedures to follow should they have any concerns about a child's welfare. The childminder and her assistants have a good understanding of wider safeguarding issues, such as the risks to children of hearing extremist views. The childminder follows good recruitment processes that help to assure the suitability of assistants working with children.

p.3

should:

n enhance understanding and practice of how to help children develop a wide and varied vocabulary.

p.3

Setting details

Unique reference number EY555668 Local authority Peterborough Inspection number 10236804 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

p.4

inspection

Total number of places 18 Number of children on roll 29 Date of previous inspection 11 March 2022

p.4

Information about this early years setting

The childminder registered in 2018 and lives in Peterborough. She operates all year round, from 6.45am to 6.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 6. She works with assistants.

p.4

Inspection activities

n The inspector discussed any continued impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their EYFS curriculum. n The inspector talked to the childminder's assistants at appropriate times during the inspection and took account of their views. 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 childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. 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.

p.4

Inspection activities

9 September 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

9 September 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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