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 confident, settled and happy in the childminder's home-from-home setting. They have formed secure attachments with the childminder, seeking her out for reassurance in unfamiliar circumstances and inviting her into their imaginative play. As children arrive, they happily leave their parents at the door, put their belongings away and independently explore the resources that are available. The childminder's warm and nurturing personality helps children feel safe and secure, and as a result, they thrive in her care.

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The provision is good

The childminder knows the children very well. She plans a curriculum that is based on her secure understanding of what children can do, their interests and their next steps in learning. She focuses on ensuring that children develop their independence, confidence and social interactions, enabling them to be ready for the next stage in their learning journey. Children learn to share toys and take turns. They remain fully engaged in their learning and explore their environment with curiosity and ease.

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The provision is good

At story time, children select their own cushions to sit on and are encouraged to take turns, opening the flaps in the book to reveal what is underneath. The childminder praises their patience and turn-taking skills, and this enhances children's self-esteem. Children have a good understanding of the rules and routines of the setting. They happily help to tidy away toys as they transition from one activity to another and understand the need to wash their hands before mealtimes. As a result of the childminder's high expectations, children's behaviour is very good.

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need to do better?

n The childminder is clear about the skills and knowledge that she wants children to acquire to enable them to make the best possible progress. She carries out regular observations and assessments of children's learning and identifies age- appropriate next steps to move their learning forward. However, at times, she does not focus precisely enough on what it is she wants individual children to learn during planned activities. n The childminder knows when to extend children's knowledge in their play. As children learn about the life cycle of a sunflower, she differentiates her teaching to suit the needs of each individual child. She introduces older children to words such as 'germinate' as they think about what seeds need to grow. This supports their growing vocabulary. Younger children practise using their fine motor skills by scooping the soil using spoons and carefully pinching the seeds with their

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need to do better?

fingers to transport them from the tray to the pots. n Children benefit from good opportunities to build on their independence. The

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need to do better?

30 May 2024 childminder allows children time to practice using knifes to cut their fruit. Older children are encouraged to put on their coats and shoes while younger children are praised in their attempts to use the up and over method. While in the garden, children independently use the water station to water their newly planted seeds. The childminder encourages children to do things for themselves and, in turn, they have a very 'can-do' attitude. This promotes their independence and the development of practical life skills. n The childminder prepares children well for their school transitions. When children are anxious about moving on to new settings, the childminder takes time to plan and implement ways to help support them. However, the childminder has not fully established effective partnerships with other settings that children in her care attend. n The childminder provides a language-rich environment. Children are confident

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need to do better?

communicators. They talk clearly, listen intently and respond with relevant well- thought-out responses. The childminder regularly shares stories with the children. She encourages them to engage in two-way conversations about the pictures in the book and reinforces the meaning of words in the text. As children attempt new words, the childminder takes time to listen and then repeat back the words using the correct pronunciation. As a result of these skilful interactions, children are making good progress in their communication and language development. n Parents speak highly of the childminder. They state that they are extremely happy with the care their children receive and value the variety of activities that the childminder provides. The childminder regularly shares updates of children's development with parents, and they feel well informed about what their children have been up to while at the setting.

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need to do better?

n The childminder has a positive attitude to her professional development. She evaluates her practice and identifies what she does well and areas she would like to develop further. The childminder reflects positively on previous training and puts her learning into practice. Furthermore, she has identified areas that she would like to source further professional development opportunities.

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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 focus more precisely on the aims and intentions for children's learning to continually build on and extend their learning further

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should:

30 May 2024 n strengthen communication and information-sharing with any other settings that children attend.

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Setting details

Unique reference number EY467071 Local authority Cambridgeshire Inspection number 10339347 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 5 Date of previous inspection 11 July 2018

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Information about this early years setting

The childminder registered in 2013 and lives in Caldecote, Cambridge. She operates all year round, from 8am to 5.30pm, Monday to Friday. The childminder holds a relevant early years qualification at level 3. She 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 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 inspector observed the interactions between the childminder and the children during activities. n The childminder and the inspector 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 spoke to children during the inspection.

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Inspection activities

30 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

30 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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