Herrington, Daniela Rosa Maria

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

p.1

The provision is good

Children receive a warm welcome as they arrive. They are happy and quickly access toys from a wide selection. They chat freely to the childminder about their home and family. Children enjoy engaging in conversation about the different people that pass the window. For example, they become excited that it is 'bin day' and eagerly await the refuse truck. They talk with the childminder about their observations as they watch the bins being lifted onto the trucks. The childminder engages in conversation with them and reminds them of the litter they have collected on their walks.

p.2

The provision is good

Children build strong bonds with the childminder, who is responsive to their needs. New children settle quickly and demonstrate they feel safe, as they cuddle close to the childminder when visitors arrive. They benefit from a familiar routine and enjoy being given responsibility for carrying out various tasks. For example, they help to set the table for snack and select the correct number of chairs for the children present.

p.2

The provision is good

Children behave well. They are excited to explore the various activities the childminder plans. For example, children become engrossed as they explore tools to create shapes and patterns in the dough. They share resources and take turns with equipment.

p.2

need to do better?

n Partnerships with parents are very good. Parents comment on the excellent bond the childminder has with their children. They describe her as kind, thoughtful and loving. Parents particularly appreciate the lengths the childminder goes to when children first start at her setting. For example, she has recently offered home visits. She provides parents with reassuring photographs and messages while their children settle in. n The childminder understands the importance of supporting children's communication and language skills. For instance. She comments on children's actions as they play, to build their vocabulary. She introduces new words, such as 'curved' and 'straight', as children build a train track. When speech is unclear, the childminder repeats sentences back to clarify understanding and models the correct pronunciation of words. Children enjoy regular opportunities to sing and listen to stories.

p.2

need to do better?

n Children with English as an additional language are particularly well supported. The childminder works closely with families to gather frequently used words. She displays these around the setting. The childminder shares dual-language books with the children. She learns simple rhymes that she sings with the children in their home language. In addition, she uses action rhymes to build children's

p.2

need to do better?

9 March 2023 vocabulary. Consequently, children with English as an additional language make good progress in their learning. n The childminder supports children's early literacy well. Even the youngest children have identified a favourite book. They excitedly gather around the childminder for story time. She reads with enthusiasm and engages the children in the story. The childminder encourages the children to comment on the illustrations. Children learn how to hold and care for books. For example, they take turns to turn the pages and carefully put them away when they finish. n Children develop a good understanding of mathematical language. The childminder provides frequent opportunities to discuss size, shape and volume. She incorporates counting into singing and reading. In addition, she uses positional language during routine activities, for example 'on', ''side' and 'under', as the children prepare the table for snack.

p.2

need to do better?

n Children have regular opportunities to develop their physical skills through outdoor play. They access a well-considered garden area. The childminder plans outdoor experiences to encourage active play. For example, the children dig and plant flowers in the garden. They enjoy walks in the local community and access local play areas. The children learn to take risks. They access large climbing equipment to build their large motor skills. n The childminder keeps her mandatory training up to date, such as ensuring she has a current paediatric first-aid certificate. She has a positive attitude towards continuous professional development and accesses information to support her practice. However, she does not yet focus professional development precisely enough to provide teaching and learning at the highest level.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder is aware of her responsibility for keeping children safe from harm. She keeps her safeguarding training updated regularly to keep her knowledge and understanding current. The childminder is extremely confident in her understanding of the signs and symptoms of abuse. She confidently describes the procedures she would follow should she have concerns about a child in her care. The childminder understands the procedure to follow should an allegation be made against a member of her household. She has a good understanding of the wider areas of safeguarding, including female genital mutilation and county lines.

p.3

should:

n target professional development opportunities more precisely to help raise the quality of teaching to an even higher level.

p.3

Setting details

Unique reference number EY351075 Local authority Cambridgeshire Inspection number 10280074 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 7 Date of previous inspection 9 August 2017

p.4

Information about this early years setting

The childminder registered in 2007 and lives in Cambridge. She operates all year round, from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays.

p.4

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 of the setting. 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 childminder with the inspector.

p.4

Inspection activities

9 March 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.

p.4

Inspection activities

9 March 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6