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

p.1

The provision is good

Children happily play in the welcoming home that the childminder provides. They are supported by a caring and nurturing childminder who enjoys her job. Children's emotional well-being is supported as their individual needs are recognised and met. The childminder's calm approach is reflected in how relaxed and comfortable the children are. They respond warmly, giving her smiles and positive facial expressions.

p.2

The provision is good

The childminder keeps children safe and secure through appropriate risk assessment procedures. Children learn to manage risks for themselves and actively problem solve. Children help fit the table together in preparation for mealtimes, turning the pieces and attempting to see where they fit. The childminder calmly provides help and verbal praise for their achievements. Children experience opportunities to practise and master skills that support dexterity and coordination.

p.2

The provision is good

The childminder provides an environment where imaginative role play is central. Children engage in play, taking on different key roles. They pretend to visit the airport and prepare for an adventure by packing a bag. Children visit the pretend shop and buy foods, naming them as they put them in their basket. The childminder extends children's play by observing and acting on possible teachable moments. She plays alongside, allowing children to lead the play experiences. This supports children to be confident and make choices for themselves.

p.2

need to do better?

n Children show empathy and a caring nature. They recognise how others are feeling, for example, giving another child a teddy to snuggle with. The childminder role models good hygiene practices. Children imitate and follow instructions about how to do these effectively. Children feed themselves and develop good control of cutlery. Children develop their independence during daily routines. They show a 'can-do' attitude and perseverance to succeed. n Children's behaviour is good, and they are learning how to use manners. Children who need additional support are identified quickly and early help is provided. The childminder works effectively with parents and other professionals to support these children. She recognises her need to further develop her skills, resources and training in supporting children with special educational needs and/or disabilities (SEND). For example, she has limited sensory resources on

p.2

need to do better?

offer, which do not not always capture every child's interest. n Children make patterns using coloured bricks. They follow a picture to recreate different sequences. Children confidently count and start to use early mathematical language. The childminder uses numbers and counting during everyday routines to give children daily exposure to them. Children name colours

p.2

need to do better?

26 February 2024 and explore mixing them. They develop their fine motor skills as they mark makes. These opportunities gently prepare them for early writing. Children enjoy books and stories and learn to care for them respectfully. n Children are supported to experiment and explore. They are fascinated when the childminder provides new bubble wands. They watch the glitter move 'up' and 'down'. Children are starting to make links in their experiences as they say how the bubbles are like the rain and hold the wand up to the sky. Children are eager to share their experiences with others, both their peers and other adults. They are listened to and heard. Their thoughts and ideas are embraced, which enhances children's self-esteem and confidence. n Partnerships with parents are good. Parents value the childminder's contributions to their child's learning and development. They know their children are happy

p.2

need to do better?

and safe. Children are prepared for the next stages of their education, with skills that help prepare them for later life. The curriculum is inclusive and promotes diversity. Children are learning about the world around them and how to be positive citizens. They explore the local community, go for walks and visit the shops. The childminder uses these opportunities to develop children's awareness of environmental print, for example, the letters in street names and the numbers on doors.

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 build on all children's sensory experiences with a wider range of resources to stimulate interest and engagement in different aspects of play n extend knowledge and understanding of supporting children with SEND.

p.3

Setting details

Unique reference number 222759 Local authority Cambridgeshire Inspection number 10316876 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 12 Date of previous inspection 30 May 2018

p.4

Information about this early years setting

The childminder registered in 1997 and lives in Cambridgeshire. She operates all year round, from 8am to 6pm, Monday to Thursday, except for bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children.

p.4

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 inspector viewed the provision and discussed the safety and suitability of the premises with the childminder. 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 childminder spoke to the inspector about children's learning and development, with a particular focus on communication and language. n Children spoke to or communicated with the inspector during the inspection. n The inspector observed the interactions between the staff, the childminder and the children. n Parents shared their views in writing with the inspector.

p.4

Inspection activities

26 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.

p.4

Inspection activities

26 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6