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 Not applicable

p.1

The provision is good

Children arrive happy as they enter the childminder's home. They receive a warm welcome and confidently begin exploring a wide range of toys. Children build strong bonds with the childminder and demonstrate they feel safe. For instance, they stay close to her when visitors arrive. Children enjoy her company and repeatedly welcome her into their play. For example, they bring her food and shopping that they collect from the home corner. They smile as she plays along with their role play. Children enjoy spending time outdoors. They regularly visit the local community. For example, they feed the ducks at the local nature reserve and join toddler groups for song and rhyme time.

p.2

The provision is good

Children have a good attitude to learning. They enthusiastically explore the activities the childminder plans such as painting and mixing colours. They listen and engage in play with her. For example, they wait patiently and join in as she counts down for children to go down the slide. This helps to develop their listening and attention skills. Children behave well and learn to take turns. They respond to the childminder's gentle reminders to take care of toys and tidy away. Children receive constant praise for their efforts and persistence, as they play and develop new skills. This helps to promote their self-esteem.

p.2

need to do better?

n The childminder is clear in her intent for children's learning. She wants children to be happy in her care and to develop their independence. To achieve this, she teaches children to do things for themselves and to take responsibility for their belongings. For example, children make independent choices about the toys they wish to play with. They learn to take off their shoes and coats when they arrive and put them away. n The childminder carries out observations to help her decide what children need to learn next. She uses this information to plan activities that enable children to make good progress. For example, the childminder supports younger children to feed themselves independently. She creates various activities to help them develop their hand-eye coordination, such as pouring and scooping rice. n The childminder helps younger children to build on their language skills as they play. She comments on their actions and introduces new words, such as 'shiny',

p.2

need to do better?

'push' and 'twist' into their growing vocabulary. Additionally, she extends children's single word use by adding new words for children to repeat, such as 'big truck'. This helps to extend children's vocabulary. n Children learn to count with the childminder, which supports them to recognise numbers. As children play with cars, she asks, 'how many are there?' Even the youngest children begin to use number spontaneously in play. The childminder introduces mathematical concepts, such as size and shape as they play. She

p.2

need to do better?

30 May 2023 points to shapes saying, 'big square' and 'small square', as children play with shape sorters. n The childminder understands the importance of supporting children's physical health. She focuses on providing lots of outdoor play opportunities for children. For example, she regularly takes the children to local play areas to access large open spaces to run and play. The childminder introduces targeted activities to support children's awareness of healthy food choices and good oral hygiene practices. n Parents speak highly of the childminder. They describe her as 'friendly, warm and caring'. They are kept updated on their children's daily activities and routines. Parents receive regular updates about their children's development, along with suggestions for supporting their learning at home. n The childminder has a positive attitude towards continuous professional development. She sources a wide range of online courses to improve her

p.2

need to do better?

practice and keep her knowledge up to date. However, she does not focus her professional development on developing an expert knowledge of teaching. She has not fully explored ways to continually build on the good quality of her teaching to help children make the very best possible progress.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder understands her responsibility for keeping children safe from harm. She makes sure that she keeps her statutory training, such as safeguarding and first aid, up to date. The childminder supervises children vigilantly and risk assesses her environment. For example, she uses stairgates to prevent children from accessing areas of the home not used for childcare. The childminder knows how to recognise the signs and symptoms of abuse and neglect. She confidently explains how to refer concerns to the appropriate safeguarding agency. Additionally, the childminder has a good understanding of the wider areas of safeguarding, including female genital mutilation and extremism.

p.3

should:

n seek further ways to enhance professional development opportunities that focus more specifically on developing an expert knowledge of teaching and learning.

p.3

Setting details

Unique reference number 2629174 Local authority Cambridgeshire Inspection number 10285694 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 3 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2021 and lives in Cambourne, Cambridge. She operates all year round, from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays. She provides funded early years 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 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 Parents shared their views of the childminder with the inspector. n The childminder shared a sample of documents with the inspector. This included evidence about training and the suitability of those living on the premises.

p.4

Inspection activities

30 May 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

30 May 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