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 Met

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The provision is good

The childminder builds strong bonds with the children. Her warm and kind nature helps them to feel happy, safe and secure in her care. As children play, the childminder is attentive to their needs and swiftly responds to their non-verbal and verbal cues. This promotes children's self-esteem and ensures that they feel valued and heard. The childminder encourages children to make choices in their play, which supports their independence. For example, as children point to the pencils and paper, the childminder follows their lead and helps them to access the mark- making resources.

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The provision is good

The childminder gets to know children well from the start. She plans activities to nurture and ignite their interests. Subsequently, children remain focused during their play. They make good progress and develop key skills and knowledge in readiness for their future learning. Children benefit from routines that the childminder puts in place. She talks about what is happening next and gives children prior warning when there is going to be a change to the normal routine. For example, she tells them when a new visitor is coming and informs them when it is nearly time to wash their hands for lunch. This helps them to understand what is expected of them.

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need to do better?

n The childminder has a good knowledge and understanding of child development. She plans a broad curriculum that focuses on developing children's knowledge across all areas of learning. She tracks children's learning to ensure that they make good progress, working closely with parents and other professionals to support their development. n When children start at the setting, the childminder gathers information from parents about what their children know and can do, as well as details about their care routines and interests. She integrates this data with her own observations to make initial assessments of the children's starting points. The childminder identifies next steps for children and skilfully supports their progress in planned and spontaneous interactions. n The childminder is a good role model. She supports children's communication and language skills well. Conversations are rich and purposeful. For example, the

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need to do better?

childminder helps children to recall past activities and learning that are linked to what they are doing. She engages children in regular conversations to support their growing vocabulary and asks open-ended questions to help develop their thinking skills. n Children learn about healthy lifestyles and self-care skills through daily routines. The childminder supports children when washing their hands for snack and talks to them about why this is part of the daily routine. At mealtimes, she talks to the

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need to do better?

18 January 2024 children about the different food on their plate, commenting on the 'juicy' fruit. The childminder understands the importance of providing children with opportunities to spend time outdoors. Children regularly walk to feed the ducks, collect older children from school and visit the local park. n Children's mathematical development is promoted effectively by the childminder. She models the language of number, shape, size and position as she introduces mathematical concepts into children's play. As children make marks on paper, the childminder counts the number of marks they make. Young children then independently count the marks they see. During tidy up time, children hear positional language and carefully follow instructions to find the toy cars on the floor. n The childminder keeps up to date with mandatory training, such as safeguarding and first aid. However, opportunities for the childminder to target her

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need to do better?

professional development to enhance her teaching skills even further have not yet been utilised. n Parents speak highly of the childminder. They comment that their children have made good progress since being in the setting. The childminder shares accurate assessments of children's learning with parents, and they comment that they value the regular feedback they receive. Partnerships with parents are effective in supporting continuity of children's education and care.

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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 target professional development opportunities, in order to raise teaching and learning to the highest level.

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Setting details

Unique reference number EY500590 Local authority Peterborough Inspection number 10311871 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 1 Date of previous inspection 12 April 2018

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Information about this early years setting

The childminder registered in 2016 and lives in Hampton Vale on the outskirts of Peterborough, Cambridgeshire. She operates all year round, from 8am to 5pm, Monday to Friday.

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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 and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for the early years foundation stage curriculum. n The inspector observed the interactions between the childminder and the children during activities. n The inspector and the childminder completed a joint observation of an activity to assess the quality of teaching. n The childminder provided the inspector with a sample of key documentation on request. n The inspector took account of the views of parents.

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Inspection activities

18 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

18 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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