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

Children are relaxed and happy in this home-from-home environment. They cheerfully enter the setting, greeted by the warm and welcoming childminder. She gets to know the children well from the start of their care. As a result, children settle quickly and form strong attachments. The childminder understands the needs of all children and adapts the daily routines accordingly. She is a good role model. Children learn to be kind and respectful of each other. Older children take pleasure in helping younger children to get their shoes to go outside. Younger children delight as older children race cars with them. The childminder creates an inclusive environment where all children feel valued.

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The provision is good

Children enjoy a broad and balanced curriculum. The childminder plans activities to build on what children know and can do, using their own interests and developmental needs as a starting point. Children benefit from the range of resources available and demonstrate a positive attitude towards learning. The childminder successfully builds on children's play to provide challenge. For example, as young children compare how far each car travels down a ramp, older children think about the reasons why the distance may vary. Children are learning to think critically and develop their problem-solving skills.

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need to do better?

n This enthusiastic childminder puts the children at the heart of everything she does. When children start at the setting, she gathers information from parents about their children's routines, interests and prior learning, to enable her to plan an appropriate and ambitious curriculum. All children make good progress in their learning. n The childminder supports children with special educational needs and/or disabilities (SEND) very well. She closely tracks children's development, and this enables her to highlight any gaps in learning and implement targeted interventions. The childminder works closely with parents and other professionals to help meet the needs of the children. n The childminder promotes children's communication and language skills. She speaks clearly to children, narrating their play and introducing new vocabulary. Children's verbal and non-verbal communications are acknowledged and praised.

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need to do better?

They feel valued and heard and this builds on their self-esteem. The childminder engages in meaningful back-and-forth conversations with children. This helps to promote children's communication and language skills. However, sometimes the childminder does not consider the impact of background noise, such as sounds coming from different devices, on children's ability to always hear speech sounds clearly. n Children learn about different festivals and celebrations and share their own

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need to do better?

3 April 2024 family traditions and customs. They enjoy learning about how other people live and listen to the different languages spoken in the setting. The childminder works with parents to find out key words in the children's home language to aid communication. n The childminder provides children with activities that ignite their curiosity. Children are consistently involved in decision making. They share ideas about what they would like to do and help to set up the activities together. For example, during a painting activity, younger children choose the paint colour they would like, whilst older children tip the paint onto the tray. Children are amazed when they roll cars in the paint and see the different patterns they leave. They learn about cause and effect and mathematical language in a playful way. The childminder encourages children to think about what objects their patterns look like to support their creative thinking. However, occasionally, the

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need to do better?

childminder does not give children enough time to think and respond. As a result, children are not always given the opportunity to express their own creative thoughts and ideas fully. n Partnership with parents is strong. The childminder regularly updates parents on their children's care and daily activities. Parents describe the childminder as 'very professional and caring' and states that she 'puts the needs of the parents and children under her care at the forefront' of all she does. They value the communication between the childminder and other settings the children attend and feel well informed about children's learning. n The childminder is keen to continue her professional development to improve the outcomes for all children, especially those with SEND. For example, she is hoping to complete targeted training, such as Makaton signing, to enable her to improve her knowledge in supporting children's communication skills more

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need to do better?

effectively. She regularly attends online training to further her own knowledge and continually reflects on her practice.

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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 enhance ways to help children hear speech sounds clearly and make the most of opportunities to develop their spoken language n give children enough time to think and respond to questions, so that they can develop their own thoughts and ideas.

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Setting details

Unique reference number EY315236 Local authority Cambridgeshire Inspection number 10308186 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 22 March 2018

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Information about this early years setting

The childminder registered in 2005 and lives in Great Cambourne, Cambridgeshire. She operates all year round from 7am until 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for 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 childminder. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. n The inspector and childminder completed a joint observation of an activity to assess the quality of teaching. n The inspector took account of the views of parents. n The inspector observed the interactions between the childminder and children during activities.

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Inspection activities

3 April 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

3 April 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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