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 warmly welcomes children to her homely setting. She is kind and caring and develops trusting relationships with children. The childminder works very closely with parents to help settle children into the setting. She gets to know the needs of individual children and provides tailored support for their personal care. This means that children are very comfortable with the childminder. They approach her readily for cuddles and reassurance. The childminder helps children to choose what they want to play with. She respects their choices and enthusiastically joins in with their play. Children enjoy interacting with the childminder and happily share their toys and ideas with her.

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The provision is good

Children have a positive attitude to learning. They behave well, listening to and following the childminder's instructions. The childminder reminds children of the rules and boundaries in a firm but gentle way. Children happily help to tidy up toys when they have finished playing with them. They enjoy participating in a range of activities that support all areas of development. The childminder works closely with parents of children who speak English as an additional language. She purchases dual-language resources and learns words and signs in their home language. Children make good progress in their development.

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need to do better?

n The childminder keeps children safe both in the setting and when out in the community. She assesses risks continually, removing hazards and protecting children from harm. The childminder supports children to use technology safely. The childminder works with parents to provide healthy snacks and meals. She prepares nutritious meals for children in the afternoon, taking into account children's individual dietary needs and preferences. n There is good support for children's communication and language development. The childminder sings with children and reads stories. She makes stories fun and interesting. The childminder widens children's vocabulary, for example, teaching them to say 'slice' rather than 'chop'. She models good pronunciation of words so that children who speak English as an additional language can hear these clearly and copy them. n The childminder supports children's physical development. She takes them on

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need to do better?

walks, and they visit local parks. Inside, children enjoy dancing to action songs. They concentrate on pretending to cut up plastic food as they use tools to chop different items. Children manipulate smaller toys and complete puzzles. This helps them develop their fine motor skills. The childminder supports children's early mathematical development as she counts with them and matches colours and shapes. n The childminder widens children's experiences by taking them into the

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need to do better?

7 June 2024 community. They attend local groups, which help support children to socialise and play with other children. Children explore different craft activities that the childminder provides, and she supports them with their early mark making. Children enjoy drawing with a range of different materials. n Parents are very happy with the care their children receive. They appreciate the advice and support the childminder gives them about weaning, potty training and behaviour. Parents are pleased with the progress their children make while attending the setting. The childminder shares information with them regularly. She also shares assessments with parents and professionals when she has concerns about a child's development. n The childminder builds relationships with other professionals to support children. For example, she speaks with Reception teachers about the achievement of children when they start school. The childminder also contacts other early years

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need to do better?

settings that the children attend to share information about their development. This helps ensure that children's needs can be met by everyone involved with the child, particularly when making the transition to school. n The childminder has a realistic view of her setting and areas she wants to develop. She would like to improve her knowledge of supporting children with special educational needs and/or disabilities. The childminder undertakes some training to develop her practice. However, this is not regular and focused. This means that she does not consistently develop her knowledge and skills in line with recent research to meet children's needs.

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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 develop a plan of professional development that helps update knowledge and improve skills to the highest level.

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Setting details

Unique reference number EY355315 Local authority Cambridgeshire Inspection number 10335481 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 7 Date of previous inspection 18 June 2018

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Information about this early years setting

The childminder registered in 2007. She operates all year round, from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate early years qualification at level 3. The childminder provides funded early education for three-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 provider and has taken that into account in their evaluation of the provider. n The childminder showed the inspector the premises and discussed how she ensures that they are 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, communicated with, the inspector during the inspection. n The inspector observed the interactions between the childminder and the children. n The childminder and the inspector discussed how the curriculum has 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

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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

7 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

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