Furness, Kim Louise

Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Overall effectiveness at previous inspection Good

p.1

The provision is outstanding

Children make excellent progress and thrive in this calm and exceptionally nurturing environment. They have formed very strong bonds with the childminder, who embeds consistent routines into the day. For example, after snack, children sit down to share a story, followed by a music and movement session. This helps children feel safe and secure, allowing them to become absorbed in their learning and play.

p.2

The provision is outstanding

Children relish taking on responsibilities, such as preparing the table for snack and cutting their own fruit using a knife. The childminder has complete confidence that all children can develop high levels of independence. Young children put on their own shoes and coats, and work hard to fasten the zip. They demonstrate a can-do attitude to learning and self-care skills. For example, young children independently wash their hands after intimate care routines and do so with great confidence.

p.2

The provision is outstanding

Children's behaviour is exemplary. They show high levels of respect for their friends, the childminder and visitors. The childminder fosters this through a relentless drive to promote children's emotional well-being and kindness. All children show high levels of self-control and learn to manage disagreements without conflict. From a young age, they learn to express their needs effectively.

p.2

need to do better?

n The childminder knows the children extremely well. She implements an inspiring curriculum that builds on what children know and can do. This helps to ensure that all children make the progress they are capable of. Young children explore the water and jugs in the garden. They practise tipping and pouring the water to develop coordination and control. Children then use these skills when pouring their own drinks at lunch time. Learning is purposeful. n The childminder's timely interventions allow children to benefit from every learning experience. For example, young children share out the fruit at snack time. When appropriate, the childminder talks about the number of pieces on each plate, introducing mathematical language such as 'more' and 'less'. She encourages the children to compare quantities. Children remain thoroughly engaged and help to make the size of each portion the same. n Children develop superb communication and language skills. The childminder

p.2

need to do better?

supports children in becoming confident communicators. She skilfully narrates children's play and responds as they invite her into their play. Young children recall knowledge that they have learned previously. They talk about the ice being 'cold and slippery' when they visited the ducks on the pond and describe how the sun made it 'melt'. n The childminder supports children to think critically and problem-solve. She asks

p.2

need to do better?

17 April 2023 pertinent questions to support children to work out how to tip the water slowly from the jug and how to make it come out faster. She is on hand to praise the children's efforts and move their learning forward. Children learn to test their ideas and are developing the understanding that we learn through trial and error. n The childminder ensures that children have a range of enriching and enjoyable opportunities. She considers children's cultural capital and is aware of the different experiences they each bring with them. The childminder plans activities to enhance their knowledge and understanding of the world around them. They regularly attend rhyme time and toddler groups, and go on nature walks. Children learn about how other people live. They learn about how food banks help people who are less fortunate. Children learn about internet safety as they shop for food online to add to their food bank donations.

p.2

need to do better?

n Partnership working with parents is a key strength of the setting. Parents say that the childminder goes 'above and beyond' to help children settle, always putting children's needs at the heart of her provision. They praise the childminder and say, 'She makes us feel like part of the family.' Parents feel extremely well informed about their children's learning and comment that the childminder 'goes the extra mile'.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a deep knowledge of safeguarding. She is familiar with the signs and symptoms that may indicate a child is at risk of abuse, including being exposed to domestic abuse. The childminder knows the correct procedures to follow if she has a concern about the welfare of a child. She understands what to do should an allegation be made against her or a member of her household. The childminder plans outstanding activities to help children learn and remember how to keep safe, and they recall what to do should they feel worried. She keeps her knowledge of safeguarding and local procedures up to date through regular training.

p.3

Setting details

Unique reference number EY492357 Local authority Cambridgeshire Inspection number 10280448 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 5 Number of children on roll 17 Date of previous inspection 7 September 2017

p.4

Information about this early years setting

The childminder registered in 2015 and lives in March, Cambridgeshire. The childminder operates all year round, from 7am to 5pm, Monday to Friday, except for bank holidays and family holidays. She provides funded early education for two-, three- and four-year-old children.

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 provider and has taken that into account in their evaluation of the provider. n The childminder and the inspector completed a learning walk together to discuss the childminder's intentions for children's learning. n Parents spoke and gave written feedback to the inspector about their views of the setting. n The inspector observed the quality of teaching during activities, indoors and outdoors, and assessed the impact this has on children's learning. n The inspector carried out a joint observation of an activity completed by the childminder. n The inspector looked at relevant documentation.

p.4

Inspection activities

17 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.

p.4

Inspection activities

17 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.

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