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 Good

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The provision is good

The childminder provides a home-from-home environment. Children settle very quickly into the setting and are confident to explore and access activities independently. The childminder knows the children very well. She follows their interests when providing play opportunities and asks them what toys they would like to have out. She is warm, responsive and kind. Children happily seek her out for comfort and reassurance when they need it. The childminder focuses on supporting children's emotional well-being, and she actively listens to children's thoughts and feelings. This helps children to feel emotionally secure in the setting. Children confidently talk to the childminder and to each other. They enjoy playing together, and the childminder teaches them to share and take turns.

p.2

The provision is good

Children develop their independence as they wash their hands and put their own shoes on. The childminder adapts the routines to meet children's needs. She helps children to understand the importance of keeping clean and wearing sun cream outside. The childminder keeps children safe. She carries out risk assessments of the outside space and supervises children so that they are not left alone. The childminder recognises children's individuality and provides personalised care and education. This means that all children make good progress against their starting points.

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need to do better?

n The childminder provides a range of nutritious and home-cooked food. She maintains good hygiene and manages snack time safely. She supports independence as children learn how to pour their own drinks. The childminder encourages children to try different fruits and vegetables. She uses mealtimes as an opportunity to communicate with children about their lives. All children participate and enjoy these conversations. n Children develop their physical skills as they ride scooters outside, run, jump and practise forward rolls. Children set up the water and sand play with help from the childminder. They spend a long time concentrating on this experience. They mix the sand and water together and use a variety of tools to dig and pour. The childminder helps children to learn about the world around them as they visit forests and parks. Children collect eggs from the childminder's chickens and learn about life cycles.

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need to do better?

n There is a focus on supporting children's communication and language. The childminder models good communication skills. She asks questions and gives children plenty of time to respond. Children read books with the childminder and independently. The childminder sings songs and helps children to talk to each other about their play. Children develop their knowledge of letters and sounds in an enjoyable way, as the childminder embeds these into songs and

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need to do better?

27 June 2023 conversations. n The childminder helps children to understand other people's feelings. She takes time to listen to children and talk to them about their feelings. However, the childminder does not always involve children in thinking about how they can resolve issues for themselves. This means that children do not have consistent opportunities to learn how to regulate their own behaviour and practise these skills. n The childminder carries out accurate assessments of children's learning and development. These assessments are shared with parents so that areas that require extra help can be identified. This means that support is consistent at home and in the setting. Children make good progress, particularly, with their communication and language. n Parents speak very highly of the childminder. They comment on how flexible she is with her provision and how she goes 'above and beyond' to make sure each

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need to do better?

child gets the support they need. Parents appreciate the support and advice they receive from the childminder. She builds links with local schools and pre-schools to help children make smooth transitions. n The childminder attends training to update her knowledge and skills. A recent training course has helped her develop her knowledge of supporting children with special educational needs and/or disabilities This has enabled her to pay close attention to children in her setting. She can identify where there may be issues with their development, and she develops strategies to support these.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good knowledge of different types of abuse that children can be exposed to. She understands that issues, such as county lines and radicalisation, could impact on the children she cares for and knows what signs would give her cause for concern. The childminder knows where to go for advice and support in relation to safeguarding issues and displays key information for parents. She understands how to record and respond to her concerns and who she would need to report these concerns to. The childminder attends training regularly to keep her knowledge up to date.

p.3

should:

n give children time and opportunities to think about how to regulate and manage their own behaviour.

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Setting details

Unique reference number EY467070 Local authority Cambridgeshire Inspection number 10289591 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 24 Date of previous inspection 29 November 2017

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Information about this early years setting

The childminder registered in 2013. She operates all year round, from 7.30am to 6pm, Tuesday to Friday, except for bank holidays and family holidays. The childminder holds a relevant childcare qualification at level 4. 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 provider and has taken that into account in their evaluation of the provider. n The childminder showed the inspector the premises and discussed how she ensures 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 has been implemented and the impact that this has had 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

27 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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