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 of all ages are confident and happy at the setting. They build strong bonds and express how safe and secure they feel through the physical comfort they seek from the childminder. Children's behaviour is good. Routines are well established and children know what is expected of them. They listen well and follow instructions, such as when to tidy away.

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The provision is good

Children engage for long periods during self-chosen activities. For example, children use the magnetic shapes to create their own board game. They take it in turns to roll the dice, count the number of spots, and move along the track. Children discuss the rules of the game and communicate effectively with each other to achieve a common goal. The childminder celebrates children's ideas and encourages them to share their suggestions and use resources to extend their learning further. They develop their creativity, and the childminder carefully weaves mathematical language into their play.

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The provision is good

Children gain a good understanding of healthy lifestyles. They follow good hygiene routines and benefit from regular fresh air and exercise. Children have opportunities to explore the local nature reserve, toddler groups and library. This helps support children's understanding of the world around them and develop their social skills.

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need to do better?

n The childminder knows the children in the setting well. She plans a broad curriculum that builds on what children know and can do, ensuring that they are ready and prepared for the next stage in their development. The childminder focuses on the basic skills that children need to be successful in their learning. n Settling-in processes are flexible and the childminder recognises the importance of children becoming familiar with her before they start. Prior to children attending the setting, they meet the childminder in the local area to allow them time to become familiar with her. This helps children settle quickly and strong attachments are formed. n Parents are happy with the care and learning that their children receive and report that the childminder keeps them well informed about their child's learning. They comment that the childminder has the 'well-being of the children at heart'. n The childminder uses effective assessments, along with regular discussions with

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need to do better?

parents, to identify children's next steps. She considers their existing routines, interests and stage of development when planning exciting activities. Children make good progress from their starting points. However, occasionally, some planned activities do not have a clear intent. This means, at times, activities do

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need to do better?

13 April 2023 not precisely focus on individual children's next step of learning. Therefore, learning is incidental rather than planned. n The childminder helps children to gain independence in their personal hygiene and self-care. Children wash their hands independently before mealtimes. The childminder gives clear, age-appropriate explanations about why this is important. As a result, children learn the importance of good hygiene and develop their self-care skills. n Children's communication and language skills progress well. The childminder talks with the children about the activities provided and encourages them to take part in meaningful, back-and-forth conversations. Children listen, respond, and communicate effectively with each other and the childminder. However, the childminder has not fully considered the impact of background noise on children's listening and attention skills as they play. n The childminder promotes British values well in the setting. She models and

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need to do better?

discusses appropriate behaviours with the children. Children make diplomatic decisions together, with the childminder's encouragement. For example, they vote for which toys they would like out. The childminder teaches them how to share and take turns. They have lovely manners as they interact with each other and the childminder. For instance, older children help younger children when exploring the play dough. n The childminder works closely with other settings the children attend. She has procedures in place to support children's transitions, to ensure that their individual needs and well-being are consistently supported. She establishes effective partnerships well and shares the children's next steps to support continuity of care.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder understands her responsibilities around keeping children safe and knows what to do if she is concerned about a child's well-being. She demonstrates good knowledge of the potential signs and symptoms of abuse and how to make a referral. The childminder understands the local safeguarding partnership's procedures for reporting any allegations made against her. She undertakes regular training to keep her safeguarding knowledge up to date. The childminder has a good understanding of wider safeguarding concerns, such as county lines and radicalisation.

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should:

n consider the impact of background music on children's listening and attention skills

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should:

13 April 2023 n focus sharply on children's next steps for learning during activities so children make even faster progress.

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Setting details

Unique reference number EY490627 Local authority Cambridgeshire Inspection number 10280425 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 8 Date of previous inspection 27 September 2017

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Information about this early years setting

The childminder registered in 2015 and lives in Burwell, Cambridgeshire. She operates all year round, from 7am to 6pm, seven days a week, 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 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 setting. n The inspector carried out a joint observation of the children's learning with the childminder. n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for her curriculum. n The inspector observed interactions between the childminder and the children. n Parents shared their views of the setting with the inspector.

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Inspection activities

13 April 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

13 April 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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