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 Good

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The provision is good

Children are settled, happy and secure. They make good progress, responding well to the childminder's calm, positive approach. Children persevere at tasks. For example, young children put items into a hole in the top of a cupboard. They stretch to reach down as they try to retrieve the items. They persevere and are proud when they work out how to open the cupboard door to reach the items. The childminder supports children to understand their own feelings and those of others. They recognise that they all have different interests and learn to respect these.

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The provision is good

The childminder is aware of the possible effects of the COVID-19 lockdowns. She understands that children may have had limited opportunities to interact with others and so offers them additional support in developing their communication skills. Children learn to assess risks and keep themselves safe. For example, they walk along a wall of varying heights and judge how to safely negotiate the higher sections. The childminder gently supports children to develop their physical skills. For instance, young children enjoy exploring resources as they stand at a toy kitchen, developing their sense of balance. Children are learning how to keep themselves healthy. They talk about the importance of cleaning their teeth and discuss visiting the dentist.

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need to do better?

n The childminder continuously reviews her practice and makes improvements. She ensures that policies and procedures are up to date and successfully support her in promoting children's safety and well-being. She completes training and carries out her own research. For example, recent research has enabled the childminder to offer children further resources and play opportunities that aid them in exploring and understanding the natural world. n The childminder diligently monitors children's progress and ensures that no child falls behind in their learning. She understands each child's development and what they need to learn next. She offers children a wide variety of indoor and outdoor play opportunities that support them in taking the next steps in their learning. n The childminder speaks clearly to children and helps them understand and use new words. This particularly aids children who speak English as an additional

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need to do better?

language. They develop good use of English and have frequent opportunities to use their home languages. For example, they teach one another basic words in their own languages. n Children of all ages demonstrate an enjoyment of books. Young children hold simple board books and explore the different textures in them. Older children act out their favourite stories. Children visit the library frequently. They enjoy choosing books and understand how to check them out and look after them

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need to do better?

11 October 2022 carefully before returning them. n Children gain a good early understanding of numbers and counting. For instance, they sort toy cars according to size and colour. They look at the numbers illustrated on a playmat and match the number of cars to these. They build a speed track and determine how fast the cars can go. n The childminder skilfully adapts activities according to the developmental stages of the children. For example, younger children safely explore the seeds and fruit of a pumpkin in a sealed container. They post pom-poms into the pumpkin's mouth. Older children work out which holes to post the different-sized pom- poms into. They examine a simple poster and discuss how pumpkin seeds grow. n Children gain knowledge of their community, for example as they use the local bus and parks. The childminder supports them in explaining and celebrating festivals and traditions that are important to their families.

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need to do better?

n Parents speak highly of the childminder. They appreciate the progress their children make and state that children form secure bonds with the childminder. They feel that the childminder communicates well with them about how their children are doing each day. However, she does not always support parents to extend their children's learning at home. n The childminder exchanges information with some of the additional childcare settings that the children attend. However, she does not work as effectively as possible with all other childcare providers who care for the children to aid her in promoting children's development to the maximum.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder completes regular training to keep her knowledge of safeguarding up to date. She knows how to recognise possible concerns in children's lives and understands how to report these to the correct professional without delay. The childminder is aware of wider issues that can affect children, such as exposure to extreme views or practices. She appreciates the potential dangers associated with the use of the internet and sensitively supports children to understand how to use it safely.

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should:

n extend the support offered to parents to aid them in building on their children's learning at home n enhance the procedures for working with all other childcare providers caring for the children.

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Setting details

Unique reference number EY478834 Local authority Cambridgeshire Inspection number 10236389 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 9 Date of previous inspection 8 November 2016

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Information about this early years setting

The childminder registered in 2014 and lives in Cambridge. She operates during term time only, from 9am to 5pm, Monday to Friday, except for bank holidays and family holidays. The childminder offers funded early education places 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 and assessed the impact these had on children's learning. The childminder and the inspector discussed the childminder's intentions for children's learning. n The childminder and inspector reviewed an activity together. n The inspector viewed relevant documentation, including the safeguarding procedures and proof of the suitability of household members. n The inspector talked with children during the inspection. She viewed written feedback from parents and took account of their views.

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Inspection activities

11 October 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

11 October 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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