Childminder in Peterborough

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 settle quickly into the setting. They develop close, trusting relationships with the childminder. The childminder has a clear daily routine in place. This helps children to understand what is going to happen next. The childminder has developed firm boundaries to manage children's behaviour. This helps children to understand the childminder's expectations and learn how to manage their own behaviour. Children showed the inspector the sand timer they use to help them take turns. The childminder promotes positive relationships between all the children. The childminder is a positive role model. She uses good manners and encourages children to say 'please' and 'thank you'.

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The provision is good

The childminder works with parents and carers to provide healthy snacks and meals. She encourages children to enjoy healthy foods together. The childminder helps children to develop their independence, for example by feeding themselves and during toilet training. The childminder encourages children to keep trying when they are struggling with an activity. This helps children to become resilient. All children receive the support they need to make progress. Children with special educational needs and/or disabilities (SEND) make good progress with their learning and development.

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need to do better?

n The childminder carries out regular risk assessments to keep her setting safe. She provides a clean, warm and welcoming environment for children to play in. The childminder follows consistently safe and hygienic practices and helps children to keep themselves clean and safe. Children have regular access to outdoor play. The childminder also takes children on outings to farms and other places of interest. This widens children's knowledge of the world around them. n Children's individual preferences are closely observed by the childminder. She asks children to choose which books they want to read. She supports children to choose where and what they want to play with. However, sometimes, the childminder does not take account of younger children's choices about what they want to do. These children then become frustrated and are less engaged in their learning. n The childminder follows children's interests. Children enjoy putting together a

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need to do better?

workbench and exploring diggers and machinery. They also like using paints and pens to draw and make marks. These activities support children to develop their physical skills. The childminder uses opportunities to extend children's learning. For example, she counts with children and looks at shapes in the environment. n The childminder supports children's communication and language very well. She speaks clearly, asks questions and gives children plenty of time to think and respond. The childminder reads stories and sings songs and rhymes. This helps

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need to do better?

21 April 2023 children to learn and use new vocabulary. The childminder encourages children to remember what they have learned previously. She helps them to make connections with what they are learning now. n The childminder carries out thorough and detailed assessments of children's learning and development. She knows the needs of all individual children in her care. She quickly identifies gaps and provides individual support to help children catch up. She supports children with SEND effectively by getting to know them well. She provides resources that help children to regulate their emotions and to participate in all activities. n The childminder works closely with parents. She shares information daily about their children's achievements. She also reviews the progress of children with SEND regularly. This consistent approach helps children to make good progress. Parents comment that the childminder goes 'above and beyond' to support their

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need to do better?

children's development. n The childminder works closely with other settings and professionals to support children. She shares information about children's development with other local settings that children attend. She finds out information that helps her to support children with their learning and development. The childminder ensures that children with SEND quickly receive the support they need. She completes specific training to help her to support children in her care. This has helped children to make progress with their communication and language skills.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good understanding of safeguarding. She attends training to update her knowledge and discusses the signs that would give her cause for concern about a child's safety. The childminder understands local issues which may impact on the children in her care. She understands how promoting British values can help to prevent children from being radicalised. The childminder knows how to record any concerns that she may have and who to contact when she wants to report these concerns.

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should:

n support the youngest children to make choices about what they want to do so that they remain actively engaged in their own learning.

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Setting details

Unique reference number EY490239 Local authority Peterborough Inspection number 10280417 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 September 2017

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Information about this early years setting

The childminder registered in 2015 and lives in Peterborough, Cambridgeshire. She operates all year round from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for 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 that into account in their evaluation of the setting. n The childminder showed the inspector the premises and discussed how she ensures that they are safe and suitable. n The childminder spoke to the inspector about her intentions for children's learning. n Children communicated with the inspector during the inspection. n The inspector observed the interactions between the childminder and the children. n The childminder and the inspector discussed how the curriculum is implemented and the impact that this has on children's learning. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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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

21 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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