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

The childminder and children establish fun and caring relationships with one another. Children laugh and giggle during play with the childminder, showing that they feel settled and content. They go to her for cuddles when they feel like it, sometimes during activities as a way of engaging with her further. They invite her into their play and conversations by using her pet name 'Nanan'. Children are confident and independent, and the childminder supports this well. For example, the well-resourced playroom includes a variety of interesting and age-appropriate toys and activities. Children explore these or ask for something different if they cannot already see it out. Each child has their own named drawer in which they keep personal family photos, arts and crafts that they have created at the setting and other treasures. They demonstrate that they are proud of what is inside by taking items out, looking at them and sharing them with others.

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The provision is good

Children are given a range of activities based on their interests and likes, which the childminder has planned through observations and assessments of them. Children are engaged in creating wildlife feeders. They hold meaningful conversations about nature and why it is important to help animals by feeding them. They develop their fine motor skills by using different-sized spoons to mix and scoop different ingredients into a bowl of melted butter. Together, they explore each ingredient, touching and looking closely at them to identify what they are. Children are developing their vocabulary. They learn new words and terms, such as 'pellets' and 'patting', as well as terms for things they do not recognise, such as 'mealworms' and 'sunflower seeds'. They mix the different items together, discussing amounts such as 'more' or 'not enough'. Children focus and engage for extended periods of time, and their behaviour is excellent.

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need to do better?

n Children are encouraged to be independent. They wipe and wash their own hands regularly and put on their own shoes and coats. Children are taught to dress and undress themselves and are independent in getting their own snack and bag ready to attend another education setting. Children take ownership of updating the date and weather calendar daily and are confident in feeding themselves at mealtimes. n The childminder's curriculum intent is based on children's interests and curiosity about what they can see or are experiencing around them. She notices things that children talk about or pay particular attention to, and she then tries to plan activities around these. For example, she planned a 'mini-Olympics' in her garden together with the children after they expressed an interest in this. However, the childminder does not provide activities that promote and celebrate diversity effectively. This means children do not celebrate or gain a secure

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need to do better?

6 January 2023 understanding of the different cultures, religions and faiths of others. n The childminder ensures that she regularly assesses and observes the children to keep track of their development and next steps. She creates learning journals that are full of useful information and special moments, which she sends home regularly for parents to look at and comment on. The childminder has well- thought-out settling-in procedures that ensure parents and children are confident and well settled before they start full time. n Children benefit from careful planning and extended learning opportunities. For example, while on a walk, the children took interest in different wreaths on people's doors. They discussed these with regards to their colours, shapes and designs and were given the opportunity to make their own, using nature items and bows. This helped to consolidate children's earlier learning and provide new

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need to do better?

experiences. n The children enjoy outings. The childminder takes them to visit the library for music and dancing, and they play together at local parks. They go on local nature walks and play in the garden with various apparatus. This helps to develop children's gross motor skills and their understanding of their local community and the natural environment. n Children learn the importance of leading healthy lifestyles. The childminder provides healthy snacks during the day and cooks nutritious hot meals. She plans a menu that covers the different food types to ensure that children receive a balanced diet. Children have easy access to their water bottles for hydration, and they play outside daily. This enables children to develop a good understanding of what fuels their bodies and how to take care of them. n Partnership with parents is strong. Parents make reference to how reliable, open and caring the childminder is towards the children. They are happy with

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need to do better?

communication and note that she is extremely informative. Parents are clear on their children's next steps and are happy with the information they are given about their children's progress and daily activities. n The childminder ensures that she attends some of the relevant training available. However, she has not fully explored ways to continually build on the good quality of her teaching to help children make the very best possible progress.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder demonstrates a good understanding of how to keep children safe and who to report any concerns to. She shows a good awareness of her safeguarding responsibilities to the children. She knows the possible signs that may indicate that children are being abused or neglected and the procedures to follow to protect them in an appropriate and timely manner. The childminder attends mandatory training to keep her knowledge of safeguarding up to date, and she is vigilant to possible indicators that a child or family may be at risk of being drawn into extremist behaviours or radicalisation.

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should:

n plan and provide activities that promote and celebrate equality and diversity n seek further ways to enhance professional development opportunities that focus more specifically on developing an expert knowledge of teaching and learning.

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Setting details

Unique reference number EY454176 Local authority Cambridgeshire Inspection number 10265394 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 5 June 2017

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Information about this early years setting

The childminder registered in 2012. She operates all year round, from 8am to 5pm, Monday to Friday, except for family holidays. The childminder provides funded early education for two-, three- and four-year-old children. She holds an early years qualification at level 3.

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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 inspector had a learning discussion with the childminder. This enabled the childminder to discuss how her curriculum and setting are organised for children's learning. n Parents shared their views of the setting with the inspector, who took account of their views from written feedback. n The inspector observed children at play and assessed the impact of the curriculum on their learning. n The inspector viewed the areas of the premises that are used for childminding. n The childminder and the inspector carried out a joint observation and evaluated this together. n The inspector interacted with the children at appropriate times during the inspection and observed their interactions with the childminder.

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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

6 January 2023 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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