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 Not applicable

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The provision is good

Children enjoy close, warm relationships with the childminder. This supports them to feel happy and confident, including children who have recently started attending the setting. Children respond well to the childminder's high expectations. Babies show curiosity as they explore a range of sensory resources. They press buttons on toys to create flashing lights and hear music. Babies smile as the childminder claps and offers encouragement. This helps to promote children's self-esteem. Children make rapid progress with their physical skills. For example, babies move quickly from crawling and cruising along furniture to taking their first steps.

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The provision is good

Children are motivated to learn. They enjoy stories being read to them as they cuddle with the childminder. Babies delight in touching sensory-board books as they listen to the childminder. They giggle with delight as they pop bubbles the childminder blows and attempt to take steps towards her. The childminder encourages children to follow their interests as they play. She supports babies' learning experiences by narrating what they are doing. Babies try to repeat words such as 'pop', 'shark' and 'ball'. The childminder uses mealtimes to support children's independence and social skills. The childminder, children and babies sit together to eat. Children and babies are encouraged to feed themselves.

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need to do better?

n The childminder demonstrates genuine enjoyment and enthusiasm for her work. She has a clear vision for her setting. The childminder is committed to providing warm and nurturing, high-quality care for the children in her setting while supporting them to learn. She is committed to developing her own understanding and skills. For example, she explains how recent training has helped her to develop her understanding to be able to support children's mental health. n The childminder gets to know the children in her care very well. She speaks to parents to find out what children enjoy and can do when they start with her. The childminder understands how to help children progress to the next stage of their development. However, the childminder does not always identify the precise learning intentions for individual children and use this to plan future learning opportunities. n The childminder has strong partnerships with parents. They are happy with the

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need to do better?

flexibility she provides and the updates they receive about their child's learning. They appreciate the childminder's warm relationships with the children and are impressed with the care and learning opportunities she provides. n The childminder uses her experience to support parents. The childminder and parents work together to get to know the routines of the children. She then provides support to parents about how to reduce the use of a dummy or how to

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need to do better?

4 November 2022 introduce solid food of different textures into a baby's diet. The childminder communicates regularly with parents. She shares her observations of children's learning. n The childminder promotes communication and language skills. She narrates what babies are doing and introduces new vocabulary. There are a wide range of resources and books on offer, which are updated according to children's current interests and skills. Children participate in regular visits to the library where they choose books to borrow and enjoy at the setting. Babies enjoy listening to the childminder read stories and sing. They move and attempt to copy the actions of the songs they hear. n Children enjoy regular outings with the childminder. For example, they visit a local baby and toddler group, which is organised by the childminder and other local settings. This offers the children a chance to practise their social skills and

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need to do better?

meet a variety of people. Children learn about changing seasons and growing fruit and vegetables on visits to the childminder's allotment, where they grow and harvest the food. They experience the wonder of the world by visiting local parks, places of worship and feeding horses in a nearby field.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder understands her responsibility to protect children from harm. She demonstrates a good knowledge of safeguarding procedures. The childminder explains what may concern her about a child's welfare and how to get help and support them. The childminder is aware of local safeguarding partnership procedures. She understands what to do if an allegation were to be made about her or members of her household. The childminder has up-to-date paediatric first- aid training. She speaks about how to keep children safe online.

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should:

n strengthen the use of activities to focus precisely on the knowledge and skills children are intended to learn next.

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Setting details

Unique reference number 2559754 Local authority Cambridgeshire Inspection number 10250826 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

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inspection

Total number of places 5 Number of children on roll 9 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2020 and lives in Sawtry, Cambridgeshire. She operates all year round, from 7am to 5.30pm, Monday to Friday, except for bank holidays and family holidays.

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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 childminder showed the inspector the premises and discussed how they ensure they are safe and suitable. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. 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.

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Inspection activities

4 November 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

4 November 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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