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 thoroughly enjoy their time spent in the childminder's warm and welcoming environment. They demonstrate they feel safe and secure as they confidently greet visitors and introduce themselves. Children make good progress. They enjoy a wide range of learning experiences that builds on from their current interests. For example, following stories about bugs, the children learn to care for caterpillars as they develop their understanding of the life-cycle of the butterfly. The childminder encourages the children to observe the changes and children explain the caterpillars are 'sleeping in their cocoons'. She uses pictures to help children to recall each stage to support their deeper understanding.

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The provision is good

Children have positive attitudes to learning. They are confident and creative. The childminder provides a sensory-rich environment and provides ample opportunity for children to independently explore. For instance, they combine sand and water to create a beach. The childminder skilfully interacts with children to extend their play. She offers thought provoking questions to encourage children to problem solve.

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The provision is good

Children behave well and demonstrate excellent manners. The childminder is a good role model. She is calm and gently reinforces her behavioural expectations. Children learn to take turns, share resources and listen to others when they are speaking. Children learn to be kind to all creatures as they identify insects in the garden and discuss the similarities and differences between real insects and their small world ones.

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need to do better?

n The childminder provides a good balance of child-initiated play and adult-led activities linked to their interests. All children, including children with special educational needs and/or disabilities, make good progress in their development. They are confident and show an enjoyment of learning. Children learn to recognise the letters in their name. They listen intently to stories and benefit from repetition as the childminder introduces a 'book of the month'. n Children show confidence in counting and recognise many numerals. For example, they match bugs to numbered flowers and they are beginning to understand mathematical concepts, such as adding one more. Children use scales in their play to compare weights and they fill containers with water and sand to explore volume. n The childminder models the use of language well and introduces new vocabulary. She encourages children to talk and asks questions to encourage

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need to do better?

their language and thinking. The children speak with confidence. They make their needs known, share their ideas and recall past learning experiences to

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need to do better?

10 May 2024 visitors. n Children develop positive attitudes towards a healthy lifestyle. For instance, they eat a range of healthy meals and grow vegetables with the childminder. Children take part in activities to develop their physical skills such as digging in sand and climbing equipment. They visit parks to access larger equipment and go on local walks to feed the ducks. The childminder encourages children to enjoy the outdoors in all weathers to feel the benefits of fresh air. n Children are polite and demonstrate consistently good manners. The childminder role models turn taking in conversations and praises children for their kindness. She is calm and gentle in her approach. Children have a good understanding of her behaviour expectations and follow the rules well. n Parents are extremely happy with the care and education their children receive. They comment on the childminder's caring nature, describing her provision as

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need to do better?

'home from home'. They state their children 'flourish' and thoroughly enjoy the wide range of activities the childminder provides. Parents appreciate the effective communication they receive describing their children's progress in their learning and development. n The childminder is passionate about her role. She holds regular informal meetings with her assistant to reflect on their practice and provision. The childminder seeks the views of parents to consider how she can improve the service she offers. Both the childminder and her assistant complete mandatory training, such as paediatric first aid and safeguarding. The childminder accesses webinars and online blogs to keep up to date with changes. However, she has not yet fully explored ways to continually build on the good quality of her teaching to develop first-rate teaching skills.

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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 ways to enhance professional development opportunities that focus more specifically on developing an expert knowledge of teaching and learning.

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Setting details

Unique reference number EY500911 Local authority Cambridgeshire Inspection number 10344327 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 8 Date of previous inspection 5 September 2018

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Information about this early years setting

The childminder registered in 2016 and lives in Whittlesey, Cambridgeshire. She operates all year round from 8am to 5pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3 and works with an assistant. 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 Parents shared their views of the setting with the inspector.

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Inspection activities

10 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

10 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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