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 Requires improvement

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The provision is good

Children are at ease in the warm and nurturing environment that the childminder and her assistant provide. Children show they feel safe and secure as they move around the home, selecting toys and resources of their choice. The childminder delivers a curriculum that supports children's interests and builds on what they already know and what they need to learn next. She recognises that children relish outdoor play and plans activities to stimulate their interest. Children enjoy a well- resourced garden and cabin. They practise their physical skills by riding on tricycles and bicycles. Children laugh and expend their energy as they jump and run around. Children develop their fine motor skills as they experiment with pouring and measuring water.

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The provision is good

Children follow simple instructions and are starting to understand right from wrong. When the childminder reminds them, they eagerly help to tidy the toys away. Children play happily alongside each other, chatting about what they are doing. Older children design roads in the play tray to push their cars around. They are patient and caring when younger children add toy animals to their game. When occasional minor disagreements happen, the childminder steps in, reminding children why it is important to share toys or take turns.

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need to do better?

n The childminder has made good progress since the last inspection. She has addressed the action identified. She has developed her knowledge and understanding of the early years foundation stage requirements. n The childminder and her assistant support children to develop their language and communication skills. They interact with children as they play and talk to them about what they are doing. However, sometimes, they use pet names for things, and children then use these in their conversations. This does not help them to use the correct pronunciation of words. n Overall, the childminder plans well for children. At times, the good support for older children's learning is not adapted as well to engage younger children and fully extend their learning. Despite this, young children play and explore happily, join in where they can and make good progress. n Children play educational games on a tablet, which encourages their

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need to do better?

understanding of literacy and mathematical concepts. The childminder and her assistant carefully select games that are age-appropriate and encourage children to identify sounds and numbers. Children take turns naming the animals and repeating the sound they make. The childminder ensures that access to electronic devices is controlled and used safely. n The childminder recognises the importance of providing a flexible routine to enable children to settle in gradually and feel secure and confident. She

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need to do better?

4 June 2024 describes how she would meet with parents and children to get to know their individual needs. n The childminder works on a part-time basis in partnership with a co-childminder and an assistant. They have established routines that help children to develop independence and learn to manage their self-care and hygiene well. For example, they teach younger children how to wash their hands, and older children are encouraged to attempt to put their own shoes on. n The childminder plans experiences that support children to learn about the beliefs and cultures of others. They celebrate each child's individuality. This helps children to feel valued and develop respect for others. n The childminder incorporates mathematical opportunities whenever possible. For example, as children build a tower from bricks, the childminder encourages them to count the bricks. She also introduces mathematical concepts, such as 'higher',

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need to do better?

'less' and 'bigger'. This helps to promote children's early mathematical development. n Parents speak highly of the childminder. They praise the level of care the childminder and her assistant provide. Parents say their children have grown in confidence since starting with the childminder. They feel well informed through daily updates and handovers at the end of the day. n The childminder and her assistant ensure that they keep their knowledge up to date by completing training regularly. They share ideas about what is working well and areas to improve.

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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 provide children with the correct pronunciation of words to further enhance their language development n focus more precisely on supporting younger children so that activities and learning opportunities are adapted effectively to reflect their learning needs.

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Setting details

Unique reference number EY490459 Local authority Cambridgeshire Inspection number 10300910 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 17 Date of previous inspection 8 June 2023

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Information about this early years setting

The childminder registered in 2015 and lives in Needingworth, Cambridgeshire. She works with another childminder and an assistant. The childminder operates all year round, from 7.30am to 5.30pm on Monday, Wednesday, Thursday and Friday and from 7.30am to 6pm on Tuesday. She provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The inspector discussed any continued impact of the pandemic with the childminder and has taken that into account in their evaluation of the childminder. n The childminder spoke to the inspector about their intentions for children's learning. n The inspector and the childminder evaluated a teaching activity together to review the quality of education. n Parents shared their views of the childminder's setting with the inspector in writing. n The inspector observed the interactions between the childminder and children and the childminder's assistant and children. n The childminder provided the inspector with a sample of key documentation on request. n The inspector spoke with the childminder at appropriate times throughout the inspection.

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Inspection activities

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

4 June 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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