Childminder in Peterborough

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 children with clear expectations at the setting. Therefore, children are kind to each other. They share resources and invite peers to join their play by offering cues. When children have a disagreement, the childminder reminds them of the expectations she has. For example, when younger children attempt to take a toy, she reminds them to wait their turn and to be gentle. Children listen to the childminder and follow simple instructions. They tidy up the toys and the childminder supports younger children to help too.

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The provision is good

The childminder provides children with numerous opportunities throughout the day to be independent. They feed themselves, using cutlery and wash their own hands. Children choose their own resources and where they would like to play. When children select the pencils and paper, they sit together and younger children make marks and experiment with colours. Older children develop their literacy and writing skills further by attempting to write their name, forming recognisable letters. They proudly show off their work to the childminder and visitors, telling them what they have drawn and written.

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The provision is good

The childminder provides children with a range of outings while at the setting. They enjoy visiting parks, garden centres, feeding the ducks and going for walks. Children experience the wider world and gain an understanding about their local community.

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need to do better?

n The childminder plans her curriculum to suit the ages and abilities of children attending the setting. She focuses from a young age, on preparing children for school, and developing their independence, confidence and social skills. Children learn to take care of their own personal needs, such as dressing themselves and toileting. This helps them when they move on to the next stage of their learning. n The childminder knows children very well and she tracks children's development closely. This means, she can identify signs of delay at an early stage and give children the extra support they may need. The childminder has recently attended many training courses to extend her knowledge about special educational needs. She has used this training over the past year to support her in making referrals to a range of agencies as well as working directly with children to help them achieve and make good progress.

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need to do better?

n The childminder works closely with children and provides them with a range of learning opportunities. However, the childminder is not always responsive to children's levels of engagement and does not adapt activities accordingly to further extend children's learning. For example, when children are fully engaged in an adult-led activity of 'playdough disco', the childminder stops her teaching

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need to do better?

10 January 2024 and allows children to explore the playdough independently. When children look to the childminder to continue, and she does not respond. Furthermore, when children articulate their preference for outdoor learning, this is not always acknowledged. n Parents receive daily feedback via an online app and face-to-face conversations. The childminder keeps them updated regarding their children's learning and development regularly and they are given ideas about how to continue learning at home. The childminder has also begun to introduce home-learning bags as well as sharing books with families to read at home. This supports children learning and encourages early literacy skills and an enjoyment of reading. n The childminder weaves mathematical teaching through a range of activities and experiences. She teaches children simple counting skills, extends their mathematical language and stretches their knowledge further to include simple

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need to do better?

adding and subtracting of numbers. Children demonstrate their knowledge of numbers when they show visitors how they can count 18 balls of playdough that they have made. This gives them a solid mathematical knowledge for when they start school. n The childminder supports children who speak English as an additional language by encouraging good language and communication skills. For example, she uses clear single words and phrases to help children learn English. The childminder also celebrates children's different cultures and religions, celebrating a range of festivals and providing real-life experiences, such as cooking meals from around the world and visiting different places.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

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

p.3

should:

n adapt activities according to children's levels of engagement and learning style preferences.

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Setting details

Unique reference number EY467011 Local authority Peterborough Inspection number 10316844 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 12 Number of children on roll 12 Date of previous inspection 17 May 2018

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Information about this early years setting

The childminder registered in 2013 and works from the home of her co-childminder, who lives in Peterborough. She operates all year round from 6am until 6pm from Monday to Friday, except for bank holidays 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 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 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 of the setting with the inspector. n The inspector carried out joint observations of group activities with the childminder.

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Inspection activities

10 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

10 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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