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

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The provision is good

Children settle well and are happy at the setting. This is supported by the settling- in sessions the childminder provides. Children build good relationships with the childminder and her co-childminder and look to them for comfort and reassurance. Children are provided with challenging and exciting activities based on their interests. For example, children enjoy completing an assault course in the garden, jumping through hoops and balancing. Children are independent and develop these skills throughout everyday activities. For example, they can pour their own drinks, use cutlery during mealtimes and put on their shoes. Children learn new skills rapidly and the childminder ensures they are provided with opportunities to develop the skills they will need for their next stage of learning.

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The provision is good

Children are kind to each other and demonstrate a good understanding of the boundaries in place at the setting. The childminder displays the rules around the setting and refers to them when a child struggles with their emotions. For example, when children do not want to share, the childminder reminds them about being kind to others, using 'kind hands' and taking turns with friends. Children demonstrate a good understanding of these boundaries, and the childminder supports children when they find it difficult.

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need to do better?

n The childminder has implemented a curriculum based on observations of the children both in her setting and in the other settings they attend. She found that children struggled with their social interactions and confidence, due to the impact of the COVID-19 pandemic. Therefore, the childminder has focused her curriculum on developing children's personal, social and emotional skills to strengthen the foundations for learning when they move on to school. n The childminder shares information with parents daily about their children's care. At the end of each week, she sends parents information about the next week's learning objectives. She suggests activities that they can try at home as well as sharing the weekly story. Therefore, children access focused learning both at the setting and at home. n Children enjoy participating in group role-play activities where they use their excellent language to communicate. The childminder facilitates children's

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need to do better?

learning by providing them with the props they need. She encourages children to join in and offers support. For example, she encourages them to ask a question to the group. Children develop a broad imagination, re-living past events and sharing experiences from their home life. They develop important social interactions and continue to practise and use their language skills. n The childminder reads to children with enthusiasm and they are excited to listen to the story. The childminder asks questions and uses props. This gives children

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need to do better?

20 June 2023 a greater understanding and keeps them engaged and focused on the task at hand. However, not all activities are exciting and engaging. Therefore, children are not always enthusiastic and motivated to join in. n Children learn about healthy eating through regular discussions at mealtimes. For example, they take part in cooking activities. When eating the ice lollies they have made, they discuss the healthy fruit they used. Children are given opportunities to try new flavours, such as water with added fresh fruit. Children talk about the different tastes and comment 'delicious' when they try new things. n The childminder provides children with an outside area that is fully equipped with resources such as a slide, playhouse and water wall. However, children do not explore the natural environment or learn about the natural world around them, such as the birds, flowers and insects. n The childminder provides children with learning opportunities to support school

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need to do better?

readiness. For example, children learn to recognise their name and develop their mathematical skills, such as counting and number recognition. This means that children develop strong foundations in their learning, ready to extend their skills when they move on to school. n Parents describe the setting as a 'positive environment for children'. Children settle quickly and are happy to attend each day. Parents describe the childminder as 'caring' and 'supportive'. They are very grateful for the excellent communication she provides.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good knowledge of safeguarding. She can discuss the signs of a range of concerns, such as abuse and neglect. She attends regular safeguarding training, including on issues such as radicalisation, county lines and breast ironing. Therefore, the childminder is confident to talk about the signs of safeguarding issues and knows who to report any concerns to. The childminder is confident to contact the local authority designated officer regarding concerns about another professional or a member of her household.

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should:

n enhance activities and teaching to inspire and motivate children, engaging them consistently and extending their learning as much as possible n strengthen the learning experiences to support children's curiosity about the natural world.

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Setting details

Unique reference number 2651955 Local authority Cambridgeshire Inspection number 10260145 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 9 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2021 and works in the home of her co-childminder in Huntingdon, Cambridgeshire. She operates all year round from 7.30am to 5pm, Monday to Friday, except for bank holidays and family holidays.

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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 provision. n The childminder joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want their children to learn. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector observed the interactions between the childminder and children. n Parents shared their views on the setting with the inspector. n The childminder shared a sample of documents with the inspector, including evidence of training and the suitability of those living on the premises.

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Inspection activities

20 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

20 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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