Childminder in Peterborough

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 provides a nurturing, home-from-home environment. She is gentle and kind in her approach, which supports children's emotional well-being. Children enter the setting with confidence and happily leave their parents at the door, eager to explore the activities that are available. The childminder is a good role model. She teaches children about the importance of sharing and taking turns and provides activities to practise these skills. For example, children learn to share the ride-on toys in the garden. The childminder supports children in taking it in turns to use the different wheeled toys, ensuring that everyone gets a turn on their preferred mode of transport. The childminder has clear boundaries within the setting, and children understand her high expectations. Subsequently, children behave well and demonstrate a positive attitude to their learning.

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The provision is good

The childminder provides a wide range of daily outdoor experiences. Children learn about the natural world during regular visits to the farm and spot changes in the environment on the school run. They develop a sense of community during their time at local church groups and build wider social circles as they interact with different children from other childminding settings. In the childminder's garden, children have many opportunities to be physically active. They use their gross motor skills to climb on the climbing frame and refine their fine motor development as they scoop the sand with spoons. These experiences contribute to children making good progress in their learning.

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need to do better?

n The childminder provides a child-led environment where children's needs and interests are used to plan fun and exciting learning opportunities. From the start, the childminder quickly gets to know the children. She uses information that is gathered from parents, as well as her own assessments, to provide activities that build on what children already know and can do and what they need to learn next. All children make good progress in their learning. n The childminder focuses her curriculum on the prime areas of learning. During daily routines, such as nappy changing time, she provides a dialogue and encourages children to participate in two-way conversations. As children play in the role-play kitchen, she asks questions, allowing children time to think and respond appropriately. When children have minor disagreements, the childminder is quick to calmly support them, teaching them strategies to solve

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need to do better?

their problems. As a result, children build strong friendships with their peers and play happily together. n Children relish the praise and encouragement they consistently receive from the childminder. For example, children smile and cheer as they successfully post letters in the toy post box. As they hunt for coloured treasure in the sand, the

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need to do better?

13 June 2024 childminder encourages them to comment and talk about the objects they find. This supports their personal development successfully and positively contributes to their growing levels of confidence. n The childminder has a good understanding of the skills that children need to prepare them for the next stage in their learning. She provides an environment that promotes independence. Water bottles are placed at a low level to enable children to access them independently. They make choices in their play, confidently exploring the resources that are available. However, at times, the childminder completes tasks for children without encouraging them to try first. This prevents children from developing even higher levels of independence. n The childminder is reflective in evaluating her practice. She identifies further professional development opportunities and discusses how this will help to enhance her good knowledge and teaching further. The childminder attends

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need to do better?

mandatory training as well as regular workshops that are run by the local authority. Furthermore, she links with other childminders to share good practice and ideas. n Partnerships with parents are strong. Parents comment that the childminder provides a real home-from-home environment where their children feel welcomed and loved. The childminder provides questionnaires for parents to enable her to reflect on the service that she provides. She shares regular photos of children's time at the setting and uses closed online forums to share ideas for learning at home. Parents report that they are kept informed of their children's daily routines and activities through messages and verbal communication.

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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 build on opportunities for children to develop their independence even further.

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Setting details

Unique reference number EY474850 Local authority Peterborough Inspection number 10344288 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 5 Number of children on roll 7 Date of previous inspection 20 August 2018

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Information about this early years setting

The childminder registered in 2014 and lives in Peterborough. She operates all year round, from 7.30am to 5.30pm, Monday to Thursday, except bank holidays and family holidays. 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 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 quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector and the childminder 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 childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

13 June 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

13 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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