Childminder in Peterborough

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 excitedly arrive at the childminder's setting. They leave their parents with ease, greeting the childminder with smiles and cuddles as they come into her home. Younger children are knowledgeable about the routine. They wait patiently for the childminder to help them take off their outdoor clothes. She encourages them to be independent, modelling how to take clothing off and allowing them time to practise and make attempts. All children play well together, regardless of age. The childminder plans activities to ensure that there are different options for all children. For example, younger children explore the sounds they make as they use their feet to crush cereal, while older children use the cereal as sand to play with animals and talk about the desert. This allows all children freedom to explore without creating disputes.

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The provision is good

The childminder is very knowledgeable about the children who attend her setting. Consistent tracking of children's learning and development allows the childminder to plan activities that meet children's next steps in their learning. The childminder follows children's interests and plans activities that encourage children's natural curiosity. She regularly takes the children out in the local community, spending time at nature parks and the local museum. This gives children interesting, first- hand experiences.

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need to do better?

n Children show high levels of well-being in the childminder's care. They benefit from the cuddles and comfort they receive from the childminder. This gives children the confidence to welcome visitors, knowing she is close by. Children actively seek the childminder out to join in their play. They laugh and giggle with her, demonstrating how much they enjoy spending time with her. n The childminder provides daily opportunities for children to play outdoors. For example, they enjoy exploring the icy garden area. Children take care as they walk around listening to the sounds they can hear as they take each step on the 'crunchy' grass. n Children enjoy singing songs at group time. They excitedly choose which musical instrument they would like to play with and get ready to join in. Children develop their language as they sing familiar songs. The childminder uses repetitive, single-word language to encourage younger children's language development.

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need to do better?

She ensures she has eye contact with children and that they are listening as she gives them instructions. This supports their understanding of the spoken word. n The childminder extends children's learning experiences by attending local groups and activities in the community. Children develop their confidence in new situations. This helps them as they move on to the next stage of their learning. The childminder works alongside a co-childminder, which provides children with

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need to do better?

13 December 2022 opportunities to develop relationships with other children and adults. n The childminder supports children with developmental concerns well. She uses her knowledge of child development to monitor children's progress and look for gaps in their learning. However, on occasions, the childminder does not make the best use of all opportunities to fully support young children's physical development. n Parents say their children are safe and well cared for. Children form incredible bonds with the childminder, and parents say this puts their mind at ease while they are at work. Parents value the support offered and say they can approach the childminder with any issues or concerns they may have and know they will be listened to. The childminder regularly shares information about children's development. Parents appreciate the advice she gives on ways they can support children at home. n The childminder and her co-childminder minder work closely together to ensure

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need to do better?

consistency in learning and development for all children. The childminder completes training regularly, meeting with her co-childminder to share ideas of ways to implement their new knowledge.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has secure knowledge and understanding of how to keep children safe in her care. She understands her responsibilities and is confident about how to report any allegations made against her, her co-childminder or anyone in the home. The childminder regularly completes training to support her knowledge of local procedures. She discusses these with her co-childminder and they share information. The childminder completes additional, more specific safeguarding courses on local issues, such as cuckooing and county lines, to ensure she is aware of how to recognise these issues.

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should:

n develop the good teaching to help children make the best possible progress in their physical development.

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Setting details

Unique reference number EY344053 Local authority Peterborough Inspection number 10260146 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 4 Date of previous inspection 21 November 2018

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Information about this early years setting

The childminder registered in 2006 and lives in Eye, Peterborough. She operates all year round, from 8am to 5.30pm on 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 childminder and has taken that into account in their evaluation of the childminder. n The childminder showed the inspector the premises and discussed how she ensures that 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, her co- childminder and the children. n The inspector carried out joint observations of group activities with the childminder. n The childminder and the inspector discussed how the curriculum had been

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Inspection activities

implemented and the impact that this had on children's learning. n Parents shared their views on 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

13 December 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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