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 demonstrate that they feel happy and secure in the childminder's care. They move around her welcoming home with confidence and independently choose what they would like to play with. The childminder displays children's creations, such as their drawings and footprints. This helps them to have a strong sense of belonging and value their uniqueness. The childminder creates an exciting curriculum that helps to develop new knowledge and skills. For example, children are fascinated as the childminder shows them the baby caterpillars that they will nurture. She clearly responds to children's inquisitive questions and explains the life cycle process.

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The provision is good

Children express a keen interest in using special pens containing water. They develop the small muscles in their hands as they use these to reveal pictures of sea life. The childminder's quality interactions provide children with a good level of challenge and motivate them to solve problems. Children develop good thinking skills as they work out how to build complex structures, using different shaped wooden blocks. They try a range of ways to balance a triangle-shaped block on the top, to make a slide for a toy figure. Children solve mathematical problems, such as subtraction, through songs. They show a strong sense of responsibility and understand the boundaries in place. This is because they swiftly respond to the childminder's gentle reminders to help tidy away what they have finished playing with.

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need to do better?

n The childminder is dedicated to continuing to develop her knowledge and skills. She regularly shares good practice and gains ideas from other childminders. In addition, she has recently completed a government funded professional development programme. As a result, she has an increased understanding of how children learn, enhancing the quality of her interactions with them. n Overall, the childminder supports children's communication and language skills well. She engages children in conversations as they play, models language well and repeats words back to children to correctly support their clear pronunciation. The childminder introduces children to less familiar nursery rhymes to broaden their vocabulary. However, children who speak English as an additional language are not fully supported to hear and use their home language to enhance their language development. n The childminder supports children to be aware of and manage their personal

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need to do better?

care needs independently. For example, children let the childminder know when they need to use the toilet and they know to wash their hands afterwards. This helps them to develop their confidence and self-esteem. n The childminder knows the children she cares for well. She gathers a wealth of

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need to do better?

10 June 2024 information from parents when children first begin attending about what they know and can do. She uses this information well to identify what children need to learn next alongside her own observations. The childminder plans appealing activities that help children move on to the next stage in their learning. However, she does not consistently implement her plans for younger children to ensure they fully benefit from the intended learning. Nonetheless, children make good progress. n The childminder actively encourages good behaviour and mutual respect among children. For instance, she encourages children to take turns to choose which nursery rhyme they would like to sing. Children join hands and rock back and forth as they represent the actions to songs. The childminder's praise motivates children to be considerate and avoid rocking vigorously. n Children benefit from a wealth of experiences that help them to develop a strong

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need to do better?

awareness of the natural environment and good physical skills. They regularly walk to local woodlands with the childminder, fondly known as 'wiggly walks' by children and parents. This enables children to safely navigate the route, following the childminder's instructions to turn either left or right. Children learn about the growth of conkers, observe wildlife and close their eyes to actively listen and identify sounds. n The childminder develops good relationships with parents. She communicates with them daily and keeps them well informed about their children's ongoing achievements and ideas how they can continue to support their child's learning at home. Parents speak highly of the childminder. They comment how well she knows their children and how the well-planned settling-in sessions helped their children to swiftly settle and grow in confidence.

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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 enhance opportunities for children to hear and use their home language n implement the plans for younger children to enable them to fully benefit from what they need to learn next.

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Setting details

Unique reference number EY296507 Local authority Cambridgeshire Inspection number 10344359 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 13 September 2018

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Information about this early years setting

The childminder registered in 2004 and lives in Bar Hill, Cambridge. She operates from 7.30am until 5.30pm, Monday to Thursday, all year round, except for bank holidays and family holidays. The childminder holds an appropriate childcare qualification at level 3. There were no children present in receipt of funding at the time of inspection.

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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 her evaluation of the setting. n The inspector observed the quality of teaching during activities indoors and assessed the impact this has on children's learning. n The inspector carried out a joint evaluation of an activity with the childminder, and they discussed their findings. n The inspector held a number of discussions with the childminder at appropriate times during the inspection and reviewed a sample of key documentation on request. n The childminder showed the inspector the premises and discussed how she ensures they are safe and suitable. n The inspector spoke to children during the inspection and took account of the views of parents through written feedback provided.

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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

10 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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