Corteil, Sarah Louise Mary

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 have warm and happy relationships with the childminder. They are keen to learn and explore the activities planned for them. The childminder takes care to meet each child's needs well. She finds out about children's current interests and uses this information to plan activities they enjoy. Children show that they feel safe and are happy in the setting. The childminder encourages children to make independent choices in their play. The childminder places a strong emphasis on children learning about the world around them. They frequently visit the local allotment, where they dig and harvest the fruit and vegetables they have grown. The childminder helps the children to recall previous learning as she reminds them about the carrots they recently grew. Children talk about the strawberries they are going to pick when they next visit the allotment.

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The provision is good

The childminder has high expectations for all children. She teaches children to learn good manners and repeats words such as 'please' and 'thank you'. Children follow adult instruction and routines well. The childminder teaches children how to respect their belongings. For example, older children happily tidy up their toys before starting another activity. Children develop respect for others and behave well.

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need to do better?

n The childminder has a clear intention for the curriculum and the activities she provides for children. She knows what knowledge and skills she wants children to learn. For example, she encourages children to develop their communication, independence skills and confidence. She offers them choices in their play and helps them to learn how to do things for themselves. n Children's communication and language skills are well supported. The childminder constantly repeats phrases and talks to children throughout the day to support them to learn new words. She responds well to the babbles and gestures of the babies. She uses basic sign language to support all children. Children also use sign language alongside their spoken language to express their needs. This helps to widen their vocabulary in later learning. n The childminder supports children's imagination and love of reading well. For example, younger children sit on her lap and become engrossed in a picture

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need to do better?

book. They smile and point to the pictures as she turns the pages. In addition, the childminder adds narrative as children play with dinosaur finger puppets. Children respond by wiggling their fingers to make the dinosaurs move. Children laugh and pretend to roar. This helps children to develop the early literacy skills they need. n The childminder actively promotes children's physical development. They have many opportunities to develop their physical skills at the setting and on daily

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need to do better?

8 June 2023 outings. While in the garden, children confidently push off the ground with their feet to make the swing move. They enjoy the fresh air and walks to local meadows and parks. Children learn that a 'thicket' is lots of trees and brushes and home to many creatures. n Children receive lots of praise from the childminder as they play, which helps to raise their self-esteem. The children relish the praise and respond positively. n Children learn about the importance of healthy lifestyles. The childminder talks to the children about healthy eating and encourages them to drink plenty of water. Furthermore, the childminder talks to the children about the importance of good oral health. For example, children talk about their white teeth and brushing them daily. n Parents say that their children always have a smile on their faces when they come to the childminder's home. They appreciate the outdoor activities that their

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need to do better?

children experience. Parents value the photos they regularly receive to update them about what children are learning. n The childminder is reflective of her provision and reviews what she wants to provide for the children. She attends mandatory training to keep her knowledge up to date with regards to paediatric first aid and safeguarding. However, the childminder has not yet focused on her professional development sharply enough to raise the quality of teaching to the highest level.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has recently updated her safeguarding knowledge. She knows the signs and symptoms of abuse, including physical abuse, neglect, female genital mutilation, domestic abuse and radicalisation. The childminder is clear about the procedures she must follow if she has concerns about a child's welfare or if an allegation is made against her. She supervises children well and maintains a safe and secure environment for them. The childminder is vigilant of any changes occurring in a child's life that may impact on their emotional well-being. The childminder helps children to learn about being safe when on outings to the allotment.

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should:

n consider training opportunities to enhance professional development that benefits children further.

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Setting details

Unique reference number EY426330 Local authority Cambridgeshire Inspection number 10291306 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 6 Date of previous inspection 30 November 2017

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Information about this early years setting

The childminder registered in 2011 and lives in St Ives, Cambridgeshire. She operates all year round from 7am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. She 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 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 and the inspector had a learning walk together to discuss the childminder's intentions for children's learning. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n Parents shared their written views on the setting with the inspector. n The inspector looked at a sample of relevant records and documentation, including evidence of the childminder's suitability and training.

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Inspection activities

8 June 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

8 June 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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