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 are settled and happy in the childminder's home. They feel safe in her care. Children arrive eager to explore the wide range of activities she has planned, such as printing, painting and colour mixing. They enjoy the company of the childminder, who engages in play with them effectively and extends their experiences. For example, she adds coins to the role play shop and places orders for the children to fulfil.

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The provision is good

Children are well mannered. They quickly learn the behaviour expected of them. The childminder acts as a positive role model and provides scripts to reinforce good manners, such as, 'I would like, please'. Children tidy away toys after playing with them and take turns with resources. They are kind and respectful to each other.

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The provision is good

The childminder keeps play areas well maintained, with lots of toys and resources for children to choose from. This helps children to follow their own interests. They clearly enjoy the toys and resources offered as they happily engage in play with each other. The garden area is well equipped. Children experience a wide range of outdoor learning opportunities, such as growing vegetables and harvesting their crops for snack time. They enjoy regular visits to local play areas to access larger apparatus for more challenging physical experiences.

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need to do better?

n The childminder interacts well with the children. She understands the importance of supporting children's communication and language skills. The childminder comments on children's play and actions. She speaks clearly and repeats back children's sentences with the correct pronunciation. n Children develop a love of books and stories and thoroughly enjoy singing and action rhymes. This enables children to hear rich and varied vocabulary. The childminder gives good consideration to the play environment. For example, she places a carefully planned book alongside activities that she introduces to extend children's learning. For instance, she reads 'Old Macdonald' as children play with farm animals. They listen carefully as she reads, and they follow the illustrations. The children excitedly hunt to match the animals and enjoy making the sounds of the animals. n Children use numbers in their play. Their skills in sorting and matching are

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need to do better?

emerging. They confidently name colours. However, the childminder does not always support children's understanding of how new colours can develop from mixing two or more colours together. She does not extend children's understanding of mathematical concepts, such as counting and sorting, during role play and other activities. n Children enjoy taking responsibility during routine activities. For example, they

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need to do better?

9 November 2022 prepare the table for mealtimes and are shown how to safely chop their fruit at snack time. They independently wash and tidy away their cups and plates after eating. This helps to promote children's self-esteem. n Children's behaviour is good. The childminder knows the children well and uses strategies to support positive behaviour. She explains why boundaries are in place and models turn-taking to encourage children to share resources. Children are well mannered and kind to each other. They receive lots of praise for being helpful and respectful to each other. n The childminder has excellent relationships with parents. She works closely with them to ensure they have a shared approach to meeting children's needs. For instance, she collects detailed information from parents when children begin. She uses this information to plan around the child's interests and routines to support transition. The childminder regularly shares progress reports with

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need to do better?

parents and details of the activities they have accessed. Parents comment on the warm and welcoming environment the childminder provides and the excellent adult interaction their children receive. n The childminder evaluates her provision well and has a positive attitude to continuous professional development. She reflects on her practice and seeks training to improve her skills and knowledge. She regularly seeks feedback from parents through questionnaires to identify areas for improvement.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good understanding of her responsibility to safeguard children. She is confident at recognising the signs and symptoms of abuse and knows the correct procedures to follow should she have concerns. The childminder attends regular safeguarding training, to stay up to date with key changes in policy. She has a good understanding of broader areas of safeguarding, including extremism and female genital mutilation. The childminder uses risk assessments effectively to keep children safe in her home. For example, she uses stairgates to prevent children accessing areas not in use and cabinet locks in the kitchen area.

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should:

n strengthen the teaching of mathematics to extend children's knowledge and understanding of mathematical concepts such as colours, counting, sorting and matching.

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Setting details

Unique reference number 2594904 Local authority Cambridgeshire Inspection number 10251356 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 6 Number of children on roll 4 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2020 and lives in Doddington, March. She operates from Monday to Friday, from 8am to 5.45pm, on a term-time only basis. The childminder holds an appropriate qualification at level 3. She provides funded early education for two-, three- and four-year-old children.

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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 childminder and has taken that into account in their evaluation of the childminder. n The childminder spoke to the inspector about her intent for children's learning. 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 the inspector carried out a joint observation together. n The inspector took account of parents' views. n The childminder provided the inspector with a sample of key documents on request.

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Inspection activities

9 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

9 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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