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

The childminder provides a warm and welcoming environment and children are excited to attend. The childminder and her assistants are kind and caring and provide support for both children and the whole family. Families attend the setting prior to starting. The childminder gathers useful information and uses this to plan learning experiences to help children settle well at the setting. Children build strong relationships with the childminder and assistants. They look to them for comfort and support, and the childminder offers reassurance and lots of cuddles, especially when children are new to the setting.

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The provision is good

The childminder plans experiences for children with clear learning intentions, while still allowing children to explore and learn further skills. Children learn new language when the childminder introduces vocabulary, such as 'squidgy' and 'soft' when exploring the texture of the play dough. They share their ideas with the childminder and talk to their peers, developing language and important social skills.

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The provision is good

Children are excited to join in a range of physical activities. The childminder has a good knowledge of child development and understands the importance of developing children's large motor skills to support their future learning. Children enjoy using a range of tools with the play dough and use chalks outdoors to make large drawings and marks.

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need to do better?

n The childminder focuses her curriculum on developing children's communication, language and social skills. She provides a language-rich environment and supports children's communication well. Visual aids are provided to support children's understanding, and the childminder models clear language and introduces new vocabulary. This helps children to develop their speaking skills from a young age. n The childminder ensures children have a range of resources available to them and toys are stored at low level to encourage children to choose what they would like to play with. However, the childminder does not consistently provide children with opportunities that teach and encourage them to be independent. Therefore, children do not learn important skills such as putting on their own coats, wiping their own nose or making a choice about the fruits they would like to eat. n Children enjoy imaginative play in the pretend kitchen area and make a range of

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need to do better?

foods for the adults around them. They communicate with peers about what they are doing and especially enjoy looking after the 'babies'. Children copy the actions they see. For example, when adults change nappies, children copy them, placing the doll on a mat and proceeding to change their nappy. They learn

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need to do better?

19 January 2024 important skills from adults that they copy, such as offering comfort and reassurance to someone who is sad. n Children listen carefully to the childminder and follow daily routines. However, the childminder does not always provide children with any warning to support their emotional development. For example, when it is time to tidy up, children are expected to stop their play and put away the resources. Children show disappointment in this when they are fully engaged in their learning. n The childminder works alongside an assistant each day. She has a recruitment procedure in place to ensure all adults working at the setting are suitable to work with young children. The childminder observes her assistant's practice and provides them with feedback. However, the childminder does not always link this to their professional development needs and, therefore, the assistant's practice is not always of the highest standard.

p.2

need to do better?

n The childminder supports children who speak English as an additional language. She provides key words in children's home language to help them communicate as well as using picture cards to support children's understanding. The childminder regularly checks with parents to find out what children already know in their home language. She uses this as part of her assessments when tracking children's development. Overall, children who speak English as an additional language make good progress and learn the English language quickly.

p.3

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 further opportunities for all children to develop their independence n provide clear and consistent expectations for all children to support their emotional development and help them to understand what is expected of them n strengthen supervision to identify professional development opportunities and promote high-quality teaching.

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Setting details

Unique reference number EY495532 Local authority Cambridgeshire Inspection number 10304832 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 9 Number of children on roll 14 Date of previous inspection 1 February 2018

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Information about this early years setting

The childminder registered in 2015 and lives in Teversham, Cambridgeshire. She operates all year round from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays. She offers overnight care. The childminder holds qualified teacher status and works with one or two assistants each day.

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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 inspector carried out a joint observation of group activities with the childminder. n The inspector gathered information from parents and took account of their views. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector observed the interactions between the childminder and children.

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Inspection activities

19 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

19 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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