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

Children at the setting are happy and content. The childminder offers all families settling-in visits prior to starting. She spends time with parents and gains useful information, including children's routines, likes and dislikes, and what they already know and can do. Children get to know the childminder by visiting the setting and spending time with her. They develop good relationships with the childminder and, therefore, they feel happy and safe with her.

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The provision is good

Children demonstrate a positive attitude to learning. The childminder recognises and responds to children's levels of engagement. For example, she knows when children want more or need to move on to the next activity. Therefore, children's focus and concentration remain high and they make good progress. Furthermore, the childminder provides praise and positive body language, supporting children's self-esteem and confidence. Children are proud of their achievements. For example, they celebrate when they successfully fit the brick into the shape sorter. Children share their success with the childminder and visitors.

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The provision is good

The childminder provides children with a range of exciting outings within the local community. Children enjoy exploring local farms, zoos and woodlands, as well as regularly attending toddler groups each week. They meet new friends and develop important social skills.

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need to do better?

n The childminder shares her love of reading with the children. Together, they read stories and talk about the pictures they see. The childminder keeps children engaged and focused by asking questions, such as 'what happened?' and 'what can you see?'. This encourages children's thinking skills from a young age. The childminder goes on to support children's understanding by talking about their ideas and what is happening. n The childminder supports children's communication and language development well. She skilfully introduces new vocabulary. For example, when children say 'frog', pointing to a picture, the childminder responds saying, 'yes, green frog'. Children often repeat the words that she says, and the childminder provides them with the correct pronunciation to extend what they already know. n The childminder places focus on children's personal development, promoting independence and confidence. She encourages children to take off their own

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need to do better?

shoes and they learn to dress themselves. The childminder offers children choices in regard to eating and drinking. However, children do not always have the opportunity to make choices about the resources they use, in order to fully promote their independence. n The childminder provides children with a range of physical activities that are

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need to do better?

15 January 2024 relevant to children's stages of development and improve children's gross and fine motor skills. For example, children enjoy drawing every day, using an easel and making large movements with their arms. This increases children's muscle and core strength, building on the foundation for developing their early writing skills. n The childminder uses an online app to communicate with parents and share information. For example, parents have access to policies and procedures through the app and can find useful information as and when they need it. Parents state that they receive 'excellent communication throughout the day'. This supports them to feel confident with the childminder's care. However, the childminder does not always support parents to guide their child's learning at home, to encourage a shared approach to children's learning and development. n The childminder knows the children very well. She tracks children's development

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need to do better?

closely, which helps her to identify any additional needs that children may have. The childminder attends training that is relevant to the children who attend the setting, and keeps herself up to date with changes by doing her own research. She recently attended an autism awareness course to develop her knowledge and understanding. The childminder is aware of the importance of making referrals to outside agencies. n The childminder plans experiences for children that are based on their interests and stage of development. For example, she plans a singing activity to support children's language and communication. The childminder reflects on her practice and makes adjustments to her teaching, to ensure that children receive good- quality learning experiences.

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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 provide more support for parents to become involved and help them guide their children's learning at home n consider the organisation of resources so that children can make independent choice and lead their own play.

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Setting details

Unique reference number EY501186 Local authority Peterborough Inspection number 10312351 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 5 Date of previous inspection 26 April 2018

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Information about this early years setting

The childminder registered in 2016 and lives in Peterborough. She operates all year round from 7.30am until 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder offers 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 setting. n The childminder joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want the children to learn. 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 observed the quality of education being provided, and assessed the impact that this was having on children's learning.

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Inspection activities

15 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

15 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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