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 receive a warm welcome as they arrive at the childminder's home. They confidently say 'goodbye' to their parents and put their belongings aside to begin their play. The childminder creates a calm and nurturing environment. She presents activities well to encourage children to explore. Children move around freely, selecting different toys and materials to play with. They are curious and listen intently as the childminder engages in conversations with them. For example, they discuss snails found in the garden and compare their different sizes. Children access considerable time outdoors in the fresh air and in all weathers. This ensures children have lots of opportunity for physical play.

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The provision is good

Children are confident. They build strong bonds with the childminder and demonstrate they feel safe and secure as they confidently talk to visitors. Children behave well. The childminder is a good role model. She speaks with children in a calm voice and supports young children as they learn to take turns and share resources. The childminder praises children for using good manners and reinforces her behavioural expectation with gentle reminders such as 'kind hands'.

p.2

The provision is good

The childminder encourages children to do things for themselves. For example, the children eagerly collect their coats and boots in preparation for outdoor play. The childminder patiently supports younger children as they learn to put on their boots independently, while older children learn to do up the zips on their coats. Children beam with pride as they receive praise for their efforts. This helps to promote their self-esteem.

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need to do better?

n The childminder knows children well, including their preferences and interests. She collects detailed information from parents when children first start and continues to make regular assessments. She uses this information to plan activities that are based on children's interests and what they need to know next. The childminder provides children with a range of resources that are thoughtfully chosen to extend their learning. n Children enjoy the playful interactions the childminder provides. They enthusiastically join her and listen intently as she enters discussions with them. She uses these opportunities well to develop children's learning. For example, while on a mini-beast hunt, children count the dots on a ladybird and identify which worms are longest. They confidently name the various insects they find and the childminder explains which ones are helpful to the plants. n The childminder places a high focus on outdoor play. The childminder

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need to do better?

encourages children to be out in all weathers. She plans activities to support children's understanding of nature. For example, children learn how to care for

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need to do better?

15 May 2024 seedlings in the childminder's allotment. They weed and water the plants and observe the changes as they grow. n Children explore the benefits of living a healthy lifestyle. They take part in activities to develop their physical skills. For example, they learn how to use knives to chop their fruit for snack. They develop their larger motor skills as they navigate different levels at the allotment and enjoy running, jumping, climbing and rolling down slopes. n The childminder models the use of language well. She speaks clearly to the children and comments on their actions. The childminder introduces new vocabulary, such as 'petals' and 'stems' while children carry out experiments. She encourages children to talk, asking questions to encourage their language and thinking. n Parents speak positively about the childminder and her emphasis on creating a clam and nurturing environment. They appreciate all the outdoor learning

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need to do better?

opportunities the childminder provides and describe how their children enjoy their time spent with her. Parents state the childminder uses effective communication methods to keep them regularly updated with their children's learning and development. This includes sharing her assessments and providing ideas for supporting children's learning at home. n The childminder reflects on her practice and accesses a broad range of professional development courses alongside the mandatory training, which she keeps up to date. However, she has not fully focused on developing a more thorough knowledge that continually builds on the quality of her teaching to help children make the best possible progress.

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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 seek further professional development opportunities that focus on developing a deeper knowledge of teaching and learning.

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Setting details

Unique reference number EY500687 Local authority Cambridgeshire Inspection number 10344369 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 14 September 2018

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Information about this early years setting

The childminder registered in 2016 and lives in Warboys, Cambridgeshire. She works alongside another registered childminder. The provision operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder 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 childminder. n The childminder talked to the inspector about what she wants children to learn and how the curriculum is planned. n The inspector observed the quality of the education being provided and assessed the impact this has on children's learning. n The childminder and the inspector carried out a joint observation together. n The inspector took account of the views of parents through written feedback provided.

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Inspection activities

15 May 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

15 May 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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