Baker, Lorraine

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 creates a welcoming homely environment in which children are happy and make independent choices of what they would like to play with. She is caring and warm with children. They snuggle up to her as she reads them their chosen stories. This helps children to feel secure and to develop a strong sense of belonging. The childminder models how to be polite and courteous. Consequently, children are kind and well-mannered towards others.

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The provision is good

Children benefit from regular visits with other childminders and children to the allotment and forest garden with the childminder. This not only builds on their social skills but also enables them to immerse themselves in nature. Children develop a strong awareness of a healthy lifestyle and where food comes from. This is because the childminder helps children to plant and nurture fruit and vegetables that they taste. The childminder plans and provides a varied curriculum that helps to embed new knowledge. For example, following a visit to a farm, the childminder encourages children to recall the sound of cows and where milk comes from, through their play. Children are physically active. They develop strength and learn to assess risks, such as carefully negotiating the climbing wall at the park.

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need to do better?

n The experienced childminder uses her observations of children to assess their learning and gauge if they are developing at expected levels. She identifies what children need to learn next and plans a varied range of interesting activities that consistently reflect children's interests, and supports their good progress. The childminder places a strong emphasis on developing the skills and knowledge that children need in readiness for school. n The childminder shows dedication to the families who use her provision and has high aspirations for children. She visits children in their own home and gains a wealth of information from their family prior to them starting. This helps the childminder to build early bonds with children and understand how to meet their needs from the outset. Carefully planned settling-in sessions enable children to swiftly feel comfortable and ready to learn. This supports their emotional well-

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need to do better?

being. n Children enjoy spreading glue onto card and stick sparkly coloured shapes to create Christmas cards. They are motivated to remain at creative activities for a sustained period of time given their young ages. This is because the childminder frequently praises them for their achievements. However, at times the childminder overly directs children's creative ideas. This limits children to make independent choices and to develop their own creative thinking. n The childminder provides children with opportunities to learn about similarities and differences between themselves and others. These reflect the cultural

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need to do better?

5 December 2023 backgrounds of children attending. However, she does not fully support children who speak English as an additional language to use their home language during their play to enhance their understanding and speaking skills. n The childminder is dedicated to her continued professional development and completes relevant training courses. She regularly meets with a network of local childminders where she shares good practice and gains new ideas. n Children behave well. They show friendly relationships as they happily share toys and take turns to choose a picture from the song board. The childminder actively listens to what children say and supports their pronunciation of words by repeating these correctly. Children thoroughly enjoy joining in with familiar action songs. This is because the childminder is very animated as she sings. She uses these opportunities to introduce children to counting and early

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need to do better?

mathematical problems such as subtraction. n The childminder works in partnership with other provisions that children attend and parents to offer a consistent approach. She keeps parents updated via a secure app, as well as daily discussions. Parents say that they are impressed with their children's progress and how their children talk fondly of the childminder at home. Older children describe the childminder 'as the best childminder ever'.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder provides all children with a safe environment where they can play and learn. She has a good knowledge of safeguarding and completes regular training. The childminder knows the procedures to follow if she has concerns about a child or if an allegation is made against herself or any member of the household. She has a wealth of safeguarding guidance and contact details of the correct external professionals to refer to, if required. The childminder keeps up to date with current local safeguarding trends to remain even more vigilant to protect children. She conducts risk assessments of her home and other environments that she visits with children to remove or minimise any risks.

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should:

n strengthen practice to enable children to express their own creative ideas n enhance opportunities for children to hear and use their home language.

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Setting details

Unique reference number 222119 Local authority Cambridgeshire Inspection number 10308048 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 10 Date of previous inspection 7 March 2018

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Information about this early years setting

The childminder registered in 1993 and lives in the village of Litlington in Royston, Hertfordshire. She operates all year round from 7.30am to 6pm, 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 setting 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 her evaluation of the setting. n The inspector observed the quality of teaching during activities indoors and assessed the impact this has on children's learning. n The inspector completed a joint evaluation of an activity with the childminder. n The inspector held a number of discussions with the childminder and children at appropriate times during the inspection. She looked at relevant documentation, such as the childminder's policies and procedures. n The inspector took account of the views of parents through written feedback provided and discussed with the childminder how she reflects on the service she provides.

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Inspection activities

5 December 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

5 December 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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