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 adapts her settling-in procedure to meet the individual needs of children. This helps children to settle quickly and feel emotionally secure in the setting. Children seek out the childminder for reassurance and cuddles when they need it. The childminder responds warmly and kindly to children. She tunes into their individual communication styles, which helps her to meet their needs. The childminder has house rules and reminds children of their manners. She supports children to understand the need to share and wait for their turn to play with toys. Children play together well and enjoy helping each other. They are happy and calm in the setting.

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The provision is good

The childminder creates a clean and welcoming environment. She follows a routine, so children know what to expect and when. The childminder provides children with a variety of toys to play with. She also offers children opportunities to choose what they want to play with. This helps children feel more confident when making decisions. The childminder works with parents and other settings to help children develop the knowledge and skills they need for starting pre-school. She adapts her provision to meet the individual needs of children. The childminder supports children with special educational needs and/or disabilities (SEND) to make progress with their development.

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need to do better?

n The childminder keeps children safe and secure in the setting, including when they are eating and sleeping. She supports children with their personal care needs sensitively and hygienically. The childminder works with parents to provide healthy lunches. She supports children's developing independence as they wipe their noses and wash their hands. However, the childminder does not always explain to children why this is important. n Children make good progress with their physical skills. The childminder helps younger children to practise their walking skills by providing plenty of space. She keeps them safe by removing obstacles. The childminder helps children develop their manipulative skills by providing tools for children to scoop rice with. Children also enjoy playing with toys, such as bead mazes and abacuses, to develop their hand-eye coordination. n The childminder supports children's communication and language. She reads

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need to do better?

stories in an engaging and interesting way. She introduces new words and labels items clearly for the youngest children who are just beginning to talk. The childminder engages in conversation with children. She listens and asks questions. However, the childminder has not considered how ongoing background music makes it more difficult for children to listen and communicate effectively.

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need to do better?

7 February 2024 n Children learn about the world around them. The childminder supports them to learn about Lunar New Year and Christmas through creative activities. Children colour in pictures and practise their mark-making skills. The childminder gives children plenty of time to fully explore what they can do with different toys, which develops their creativity. Children choose to explore the stacking cups, and the childminder teaches them about different sizes and colours. n The childminder carries out assessments on children's learning and development. This helps her to identify where children may require further support and to put strategies into place to support them. The childminder shares this information with parents so that children receive consistent support. She develops effective partnerships with other professionals, which enable her to support children with SEND effectively. n Parents appreciate the regular communication they receive from the childminder

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need to do better?

about their children's progress. They comment on how much their children enjoy being at the setting. The childminder works effectively with parents to promote children's independence when they are toilet training. She shares information with parents, other settings and schools so that children can make transitions smoothly. n The childminder reflects on her provision and how she meets the needs of children and families. She makes adjustments to her setting so that children's individual needs can be met. The childminder regularly attends child protection and first-aid training, so she has up-to-date knowledge. She also undertakes other training opportunities so that she can develop her practice and improve support for children who attend her setting.

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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.

p.3

should:

n consider the impact of background noise on children's ability to hear speech sounds clearly n support children to understand the importance of personal hygiene and how this contributes to their good health.

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Setting details

Unique reference number EY465543 Local authority Cambridgeshire Inspection number 10308419 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 7 Date of previous inspection 8 March 2018

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Information about this early years setting

The childminder registered in 2013 and lives in Hardwick, Cambridgeshire. She operates all year round, from 7.30am to 5.30pm, Monday to Thursday, and from 9am to 4.30pm on Friday, except for bank holidays and family holidays. The childminder holds a childcare qualification at level 3 and occasionally works with an assistant. She 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 setting. n The childminder and the inspector completed a learning discussion together to understand how the early years provision is organised. n Children communicated with the inspector during the inspection. n The inspector observed the interactions between the childminder and the children. n The childminder and the inspector discussed how the curriculum has been implemented and the impact that this has had on children's learning. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

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

7 February 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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