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

Children are happy. They build strong relationships with the childminder, who knows them well. Children enjoy exploring the wide range of resources available to them. They excitedly snuggle close to her for stories. The childminder is skilful in maintaining children's engagement as she reads. She challenges children to make observations from the illustrations and make predictions about the story. They giggle together at the funny characters.

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The provision is good

Children behave well. They take turns and show kindness to each other. For instance, older children help younger ones to access kitchen towels to wipe up spillages. Children use 'please' and 'thank you' spontaneously when interacting with each other. Children display high levels of confidence and self-esteem. The childminder offers constant praise. Children's artwork adorns the walls. They proudly pose for the childminder as she takes photos of them with their creations to share with parents.

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The provision is good

Children enjoy spending time outdoors in the garden. They pick fruit, such as figs, apples and plums, to enjoy at snack time. Children visit a local pond where they look for frogs. The childminder encourages them to recall these experiences. This helps to develop their memory. She introduces small-world toys, puzzles and non- fiction books to extend the children's understanding of the life cycle of the frog. They use terminology such as 'spawn' and 'froglets' as they play.

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need to do better?

n The childminder is confident about the knowledge and skills she wants children to develop. Children are enthusiastic and motivated to learn. They access resources independently. They show high levels of engagement as they explore a range of planned and freely chosen activities. For example, children become engrossed in a painting activity and repeatedly return. They observe the changes as they mix the colours together. n The childminder skilfully introduces mathematics through daily activities. For instance, children read the numbers on houses and vehicle registrations while out in the community. The childminder models mathematical language and concepts. She uses language to describe size, shape and quantity as the children play. Children repeat these terms independently. The childminder reminds children to point while counting objects to be precise. They proudly demonstrate their excellent counting skills to visitors.

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need to do better?

n The childminder understands the importance of supporting children's communication and language skills. She introduces and repeats vocabulary that is relevant to the activity. For example, she says 'twist', 'squeeze' and 'spread' as children use painting pens. The childminder comments on children's actions and

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need to do better?

2 February 2023 asks questions. She models language well, including repeating back children's sentences to ensure that they hear the correct pronunciation. n The childminder plans activities and trips to widen children's experiences. For instance, children enjoy regular walks in the local area where they shop for groceries and visit nearby nature areas. She takes children to various weekly community groups for story, rhyme and craft activities. The children benefit from regular meetings with other childminders, where they share additional activities. This helps to develop children's social skills and confidence. n Children learn to understand their emotions and label their feelings. The childminder uses books, such as 'The Colour Monster', to discuss feelings with children and she encourages them to describe how they feel. This helps children to manage their behaviour well. n Children learn the importance of hygiene routines, such as washing their hands

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need to do better?

before meals and after messy play. The childminder promotes healthy eating. She chats with children at mealtimes about the benefits of eating fruit and vegetables. n Partnerships with parents are good. The childminder uses a variety of ways to communicate with parents, including daily discussions, text messages and photos. Parents describe the provision as a 'second home' where children make 'good progress'. n The childminder updates her knowledge through continued professional development. She accesses information through good links with her early years adviser. She regularly undertakes mandatory training, such as safeguarding and first aid. However, she does not focus training to help her to raise the good quality of education to even higher levels.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder regularly refreshes her training to keep her knowledge updated. She understands her responsibility to report any concerns about children's well- being. She confidently describes the signs and symptoms which could suggest a child is at risk of harm. The childminder has a good understanding of the broader areas of safeguarding, including female genital mutilation and the 'Prevent' duty. She confidently describes the process to follow should an accusation be made against a member of her household. The childminder is vigilant in keeping children safe and carries out effective risk assessments.

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should:

n seek further ways to focus professional development on enhancing teaching skills and knowledge to an even higher level.

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Setting details

Unique reference number EY486816 Local authority Cambridgeshire Inspection number 10276242 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 12 Date of previous inspection 6 July 2017

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Information about this early years setting

The childminder registered in 2015 and lives in Littleport, Cambridgeshire. She operates all year round, from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder 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 this into account in her evaluation. n The childminder talked to the inspector about what she wants children to learn and how the curriculum is planned. n The inspector observed the quality of the education being provided and assessed the impact this has on children's learning. n The childminder and the inspector carried out a joint observation together. n The inspector observed the interactions between the childminder and the children. n Parents shared their views of the setting with the inspector. n The inspector looked at a range of documentation on request.

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Inspection activities

2 February 2023 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

2 February 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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