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 is calm, warm and welcoming. She works with parents to help children settle into the setting. Children feel secure. They approach the childminder for comfort and reassurance. Children confidently share their ideas and opinions with the childminder who listens carefully and respects these. The childminder has high expectations for children's behaviour. She models positive manners and supports children to speak kindly to each other. Children treat each other with respect and are kind to each other, even without the childminder's reminders. When minor issues with behaviour occur, the childminder deals with these positively. She helps children to express their feelings clearly to each other.

p.2

The provision is good

The childminder encourages children to be independent. She supports them to wipe their own noses and wash their hands. Children put on their own shoes and use cutlery well at mealtimes. The childminder knows what the children's interests are and what they enjoy doing. She uses this information to provide a broad and balanced range of activities. The childminder adapts her activities so that the youngest children can participate and enjoy these. All children make good progress with their learning and development. The childminder works with parents to support children who are bilingual. This helps them to make good progress with speaking English.

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need to do better?

n The childminder keeps children safe in the setting and when out in the community. She carries out risk assessments and helps children learn to keep themselves safe. At snack time children cut their own strawberries carefully. They enjoy a range of healthy foods. The childminder makes snack time a social occasion and children enjoy talking with each other. n The childminder supports children's language skills. She reads and sings with the children and they spontaneously make up songs as they play. The childminder communicates clearly with children. She introduces and uses new words. The childminder identifies when children require extra help with their speech and works with parents to support them to make progress. n Children develop their creativity and emerging literacy skills. The childminder encourages children to draw and make marks. Children enjoy creating a hopscotch outside with chalks. Inside they draw pictures and are eager to share

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need to do better?

these with the childminder and their parents. The childminder supports children's social skills by meeting up with other childminders and visiting local toddler groups. This helps build children's confidence. n The childminder supports children's physical development well. Outside, children use a range of ride-on toys. They climb on apparatus and bounce on the low trampoline. Inside, children enjoy playing with dough as they roll, pinch and use

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need to do better?

30 April 2024 different tools. This helps them develop their fine motor skills. The childminder supports children's mathematical development well. She helps children to count, learn about shapes and use tills in the role-play area. n Children learn about the world around them. The childminder helps them to plant sunflower seeds and collect different flowers from around the garden. Children hunt for bugs with magnifying glasses. The childminder takes children to the park and library. However, the childminder does not always challenge and extend older children's learning. This means that sometimes older children complete activities ably and quickly, become less engaged and miss out on developing their knowledge. n The childminder carries out regular assessments, including statutory assessments, to ensure children are making progress. She shares information with parents regularly. Parents comment on the regular communication from the

p.2

need to do better?

childminder. This helps them provide consistent support for their child's development at home. Parents particularly like how their children enjoy regular outside activities. They appreciate the flexibility of the childminder's service. n The childminder has developed strong links with other childminders and local schools. She works with schools and parents to help children make a smooth transition to school. The childminder reflects on the effectiveness of her setting and has identified areas to further develop, such as providing more messy play activities. She accesses training and shares good practice with fellow childminders so that she can continually improve her provision.

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 more challenge to extend and develop older children's learning.

p.3

Setting details

Unique reference number 222978 Local authority Cambridgeshire Inspection number 10335595 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 7 Date of previous inspection 21 June 2018

p.4

Information about this early years setting

The childminder registered in 1999 and lives in Cambridge. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder occasionally works with a co-childminder.

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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 childminder showed the inspector the premises and discussed how they ensure it is safe and suitable. 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 the inspector about what they enjoy doing while with the childminder. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this has 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

30 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

30 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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