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 Met

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The provision is good

Children arrive at the childminder's home with smiles and cuddles, happy to go and play together with the toys the childminder has pre-selected for their arrival. The childminder arranges her setting with toys that she knows the children are interested in and that they enjoy playing with. She is keen to follow the children's interests, while having their next steps in mind also. For example, children play with a car garage and a selection of toy cars. Other children play with farm animals and a play kitchen. This helps the children to gain an understanding of the world around them, while using their imagination and developing their speech.

p.2

The provision is good

The childminder has a good bond with the children. They demonstrate that they are happy and confident through engaging the childminder in their play. For example, the children are excited to hand farm toys to her and to show her the animal noises that they can make. The childminder further extends this learning through the introduction of hand puppets that have animals on each finger. The children are encouraged to identify them and make the corresponding noise. She also introduces singing nursery rhymes together that involve actions to allow for further spontaneous learning.

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need to do better?

n The children enjoy many outings. The childminder promotes children's physical and social development by ensuring they have regular opportunities to visit local parks, go on nature walks to the local river, play in her garden with the apparatus and attend local playgroups. This helps to develop children's understanding of nature and the wider world, and it offers them the opportunity to socialise with, and meet, others. n The childminder's thoughtful planning means that children have many opportunities to practise existing skills and develop new ones. For example, the childminder adds new resources, such as musical picture books, from inside the setting to an outdoor play tent, which then becomes a shared reading den for everyone. Conkers are also brought outside for the children to explore and look at. Play is extended through the addition of paint, paper and trays to roll the conkers in and make marks with.

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need to do better?

n The childminder recognises that speech and language and the development of this is extremely important. To support this the childminder sings songs, models language, repeats words and uses flash cards. She also uses sign language to allow the children to communicate in different ways with her. However, sometimes, in her enthusiasm during activities, the childminder occasionally fills in gaps in children's spoken language for them, which stops them from processing their own responses. n The childminder encourages independence. She encourages the children to try

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need to do better?

20 September 2022 and do things themselves, such as putting on and taking off of their own shoes and washing their own hands before mealtimes. Children are reassured that they are doing well by the childminder. This promotes children's confidence and self- esteem. n Parents speak highly of the childminder and feel that she communicates well with them. They make reference to her caring nature and openness. They appreciate the time that she takes to settle the children in and the meaningful content that she sends to them throughout the day to show what their children are doing and learning. However, the childminder does not consistently support parents to extend their children's learning at home. n The childminder works closely with parents, particularly those who have children who speak English as an additional language. She is able to identify new ways of communicating with children. For example, she uses gestures and sign language

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need to do better?

in English, and she also learns how to sign words in their first language. n The childminder is able to identify her own strengths and areas for improvement and, alongside this, also continues to identify new training ideas. The childminder has attended relevant training to support her professional development.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder understands her responsibility to promote children's welfare. She is clear about the possible signs that may indicate that children are being abused or neglected. She demonstrates a good understanding of how to keep the children safe and who to report any concerns to. She makes sure that her knowledge of safeguarding remains up to date. For example, through attending relevant training courses, and identifying new ones. This helps to ensure that she also has a good understanding of the additional issues that could affect children, such as exposure to extreme views or practices.

p.3

should:

n develop ways to share information with parents about how they can support children's learning at home n make sure children have opportunities to process what has been said and to form responses in their own time to enable the further development of their vocabulary.

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Setting details

Unique reference number EY476273 Local authority Cambridgeshire Inspection number 10236346 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 6 Number of children on roll 2 Date of previous inspection 26 October 2016

p.4

Information about this early years setting

The childminder registered in 2014 and lives in Cambridge, Cambridgeshire. She operates all year round, from 9am to 5pm, for five days each week.

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 provider and has taken that into account in their evaluation of the provider. n The inspector had a learning discussion with the childminder. This enabled the childminder to discuss how her curriculum and setting are organised for children's learning. n The childminder spoke to the inspector about children's next steps with a particular focus on communication and language development and independence. n The inspector viewed the premises, including the garden. n The childminder and the inspector reviewed an activity together. n The inspector interacted with the children at appropriate times during the inspection and observed their interactions with the childminder. n Parents shared their views of the setting with the inspector. n The inspector looked at relevant documentation and reviewed evidence of the

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Inspection activities

20 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

20 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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