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 Inadequate

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The provision is good

Children are happy and comfortable in the childminder's home. They greet visitors politely and confidently engage them in conversation. Children form good relationships with the childminder, and like to chat as they play. The childminder listens and responds to children. She helps them to recall their previous learning. For example, children talk about the squirrel they saw collecting nuts. Younger children make lots of sounds and say a few recognisable words. They clap and beam with delight as the childminder plays a game of peek-a-boo with coloured scarfs.

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The provision is good

Children often interact well together. They play alongside each other and pass each other toys. They are developing friendships and call each other's names during their play. Children are imaginative. While playing with favourite toys they pretend they are travelling down the 'Amazon River'. They talk about the river being 'mighty' and the longest in the world. Children take the lead in their play. When the childminder reads a familiar story, children begin to march around the table singing 'splash, splosh'. This supports their confidence, as they can make choices about what they want to do.

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need to do better?

n Since the last inspection, the childminder has attended various courses to build on her knowledge and professional development. She has focused on how she manages behaviour to help children understand the impact of their behaviours on others. Furthermore, she has looked at how she delivers activities. Her focus to raise quality has impacted positively on the experiences the children receive. She recognises that in order to maintain this she needs to continue with her ongoing professional development and reflection. n The childminder has a good understanding of what she wants children to learn next and plans activities that build on what they know and can do. Overall, children make good progress in their learning and development. However, on occasion, some children are not engaged during adult–led activities and the learning intent focuses on the older children. This means the childminder does not have an equal focus on all children's learning needs. For example, while

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need to do better?

older children happily draw around each other on paper naming the body parts as they draw, younger children struggle to participate. This leads to them becoming distracted and unable to learn from the activity. n Children learn to count and identify colours as they share a favourite book with the childminder. Children learn mathematical concepts in their everyday activities. For example, children talk about visiting the local supermarket to buy food. n The childminder helps children to understand the importance of leading a

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need to do better?

15 November 2022 healthy lifestyle. For example, children benefit from time spent on regular visits to parks, lakes and places of interest in the local community. This helps children to stay active and builds their stamina and coordination. n The childminder teaches children good manners, she encourages them to say 'thank you' when they are handed an item. Children are kind to each other. When the childminder offers children a mid-morning snack, older children make sure younger children can reach their water bottles. n Children have good opportunities to develop their social skills and experience the wider community. For instance, they frequently attend story and 'rhyme time,' sessions at the local library. This supports them to develop new relationships and broadens their experience of the world. n The childminder encourages children to complete everyday tasks for themselves, such as putting on their own shoes, attempting to zip up their own coats and

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need to do better?

attending to their toileting needs when they are ready. This encourages their developing independence, which supports them in their readiness for school. n Parents share positive feedback about the childminder and the care and attention given to their children. They say how pleased they are with the progress that children make. Parents comment that they are regularly informed about their children's day-to-day activities and progress.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has recently updated her safeguarding training and understands how to apply this knowledge. She carries out risk assessments of her home, and ensures that environments are safe for children to play. She identifies risks in the garden and home and removes objects that may pose a risk to children. The childminder supervises children at all times. She recognises the importance of safer sleeping and checking children regularly when they are asleep. The childminder is aware of local safeguarding partnership procedures. She knows who she should report safeguarding concerns to, including any allegations made against her or a household member.

p.3

should:

n reflect further on professional knowledge and skills to identify ongoing improvements to maintain the good practice n strengthen the implementation of adult-led activities and ensure that they focus equally on all children's learning intentions.

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Setting details

Unique reference number EY488733 Local authority Cambridgeshire Inspection number 10245795 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 6 Date of previous inspection 24 May 2022

p.4

Information about this early years setting

The childminder registered in 2015 and lives in Lower Cambourne, Cambridgeshire. She operates all year round from 8am until 6pm, Monday to Friday, except for bank holidays and family holidays.

p.4

Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure those are safe and suitable. n The childminder spoke to the inspector about children's learning and development with a particular focus on communication and language. n Children spoke to the inspector about what they enjoy doing while with the childminder. 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.

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Inspection activities

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

15 November 2022 15 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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