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 a secure and safe environment for children in her home. Children are comfortable and enjoy exploring the activities the childminder has carefully planned. Children love to listen to story books throughout the day. They demonstrate a love of literacy. The childminder provides lots of books for children to choose from. Children gather around the childminder and are captivated when listening to the story of 'Grandma'. Children begin to use and understand a wide range of ambitious vocabulary. For example, they demonstrate knowledge of different types of weather, such as 'stormy'. The childminder makes the most of opportunities from books. For example, she uses the words 'bright' and 'night' to introduce rhyming words to the children, in order to support children's developing literacy skills.

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The provision is good

Children make close, secure attachments with the childminder and peers. The childminder recognises the importance of children feeling safe and secure. She ensures that children's well-being is at the heart of her practice, building on their emotional security. She recognises that children need to feel emotionally ready before moving on to the next stage of learning. All children make good progress in their learning and receive the support they need to be ready for school. Children are well behaved and show positive attitudes to new experiences.

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need to do better?

n Parents are kept up to date with their child's progress and development through regular conversations and formative assessments. The childminder understands what the children in her care already know and can do, and this shapes the teaching and learning experiences for the children. n The childminder offers a well-designed curriculum that focuses on children's interests and the prime areas of learning. She promotes communication and language skills throughout all the activities through high-quality interactions with the children. n The childminder supports children's speech and language development effectively. She engages children in regular conversations during activities to extend and build on their communication and language skills. She engages children in discussion and helps them to learn new vocabulary. The childminder speaks clearly and uses repetition of language to help children say words

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need to do better?

correctly. n Learning is promoted both inside and outside of the childminder's home. Children are able to choose where they play, and the childminder has developed a wide range of activities outside, such as a fairy garden, water play and mark making. Children enjoy squeezing the paints to mark make and explore what the different colours make when mixed.

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need to do better?

12 February 2024 n Well-resourced and well-planned activities provide children with rich experiences and opportunities to understand the world and learn about how materials change. For example, during an activity to make pancakes using play dough, she introduces the words 'slippery' and 'slimy' when children add water. n Healthy eating is promoted through a range of snacks, such as bananas, tangerines and rice cakes. Strong routines allow children to be independent in washing their hands, cutting their fruit and pouring their water while under the close supervision of the childminder. The childminder supports children's understanding of oral health. She explains why milk is good for them, how water keeps them hydrated and that oranges are a good source of vitamin C. n The childminder has high expectations for every child. She gets to know each child very well through a robust settling-in process. The childminder uses

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need to do better?

children's interests to engage children in their learning. n Parents report that they are very happy with the care and education their children receive. They feel reassured and receive daily information about what their children do. Parents feel that their children learn well in the childminder's care. The childminder works well in partnership with parents to meet children's individual needs. n The childminder uses a variety of methods, such as questioning and the modelling of techniques, to promote children's learning. However, sometimes, too many questions asked by the childminder means that learning moves on too quickly without time for the children to embed their new-found knowledge. n Children demonstrate confidence in handling books and are able to name the front cover, back cover and spine of a book. The childminder models language correctly. She carefully points at the pictures in books to show what the words

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need to do better?

mean and asks the children to repeat new words they hear. n Through regular training, the childminder ensures that she continues to build on her already strong knowledge of child development, and she is aware of any new updates or changes in childcare.

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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 refine techniques further to ensure that children have time to embed what they learn from the rich experiences planned and provided.

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Setting details

Unique reference number EY498305 Local authority Peterborough Inspection number 10311863 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 6 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 Peterborough, Cambridgeshire. She operates all year round, from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder has an appropriate childcare qualification at level 3.

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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 inspector viewed the areas used for childminding and discussed with the childminder how she implements the educational programmes for the children. n The childminder and the inspector evaluated the effectiveness of an activity together. n Relevant documentation was reviewed by the inspector, including suitability checks and paediatric first-aid qualifications. n Parents' views were gathered through reading letters from them about the childminder's provision.

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Inspection activities

12 February 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

12 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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