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

Children are happy and settle quickly. They have formed secure and affectionate bonds with the childminder. Children explore the environment, knowing that they can return for a reassuring cuddle when needed. The childminder prepares a stimulating environment based on children's interests and planned to develop their skills further. For example, following discussions about birds, children make bird food. Older children read the recipe the childminder has carefully created to develop their mathematical knowledge. Younger children practise their physical skills as they pour and scoop the ingredients. Children are curious. They make predictions and test out their ideas. For instance, they experiment by planting corn kernels to see if they will grow.

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The provision is good

Children's behaviour is good. They build strong relationships with friends. The childminder supports children as they learn to share and take turns. Children receive consistent praise for their kindness. They enjoy responsibility for carrying out routine tasks, such as setting up activities. This helps to promote their self- esteem. Children are keen to join in with activities. The childminder gives thought to extending children's engagement in activities. For instance, she has created a wide range of story sacks for children to interact with during stories. They listen carefully and enthusiastically match items from the story.

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need to do better?

n The childminder continually chats to children and engages in meaningful conversations. She speaks clearly and repeats words back for clarity to allow children to hear words spoken with the correct pronunciation. The childminder develops back-and-forth conversations with the chattier children. However, she tends to ask the younger and quieter children closed questions, which they either answer with one-word responses or with non-verbal cues. This does not consistently help them to increase their vocabulary and confidence to speak. n Outside play is important to the childminder. She plans learning experiences that support children's healthy lifestyles. For instance, children sow seeds and help to care for the plants in the allotment. They enjoy harvesting the fruit and vegetables and take part in cooking activities with the childminder using their produce. n The childminder promotes children's independence well. Even the youngest

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need to do better?

children are encouraged to do things for themselves. For example, they learn to wipe their nose and dispose of tissues correctly. At snack time, children wash their hands and help themselves to fruit and water. They are encouraged and supported by the childminder to feed themselves independently. This also helps to develop children's confidence and self-esteem. n The childminder takes the children on regular outings. For instance, they visit

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need to do better?

3 January 2024 farms to learn about the animals and buy eggs for cooking. Children frequently attend toddler groups and other local activities with other childminders and their children. These activities build children's confidence with larger groups of children and help children learn about their local community and the wider world around them. n The childminder encourages children to take managed risks in their play. For example, children learn how to climb safely and use large apparatus. The childminder gives children safety talks before using tools such as knives and scissors. This helps children to understand the expectations when using tools, reducing the risk of injury. In addition, children learn vital skills, such as road safety and how to stay safe while out in the community. n The childminder evaluates her provision well. She regularly gains feedback from parents, children and other childminders. The childminder has a positive attitude

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need to do better?

to her continued professional development. She completes regular training and uses information from support networks to keep her knowledge up to date. n The childminder builds strong partnerships with parents. She maintains effective communication. The childminder shares her curriculum, observations and planned next steps with them. Parents appreciate her advice and suggestions for supporting learning at home. They describe the childminder as 'friendly' and 'caring' and say she provides excellent outdoor learning opportunities for children.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n provide consistent support to encourage both younger and quieter children to increase their vocabulary.

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Setting details

Unique reference number EY474018 Local authority Cambridgeshire Inspection number 10312283 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 14 Date of previous inspection 25 April 2018

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Information about this early years setting

The childminder registered in 2014 and lives in Bassingbourn, Cambridgeshire. She operates all year round from 7.30am to 5.30pm, Monday to Friday, except for bank holidays, a week at Christmas and family holidays. The childminder 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 childminder. 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 The inspector observed the interactions between the childminder and the children. n Parents shared their views on the setting with the inspector. n Children spoke to the inspector about what they enjoy doing while with the childminder.

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Inspection activities

3 January 2024 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

3 January 2024 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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