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 feel welcomed and loved in the childminder's home. As they arrive, the childminder provides them with reassuring cuddles, and this supports their emotional development. Children demonstrate that they feel safe and secure in her company. They settle quickly and explore the learning environment with confidence. The childminder forms strong bonds with the children, and they eagerly want to share experiences with her. The children select books from the shelving units and snuggle on the sofa with the childminder to share the book of their choice. They sit and concentrate as she encourages them to find and name different animals and shapes in the illustrations. This helps children to develop early awareness of mathematical concepts while extending their vocabulary.

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The provision is good

The childminder is calm, respectful and kind to children. This has a positive impact on their behaviour. She is a good role model, and children understand her behavioural expectations. After playing games, children help to tidy away the resources. Before mealtimes, they know that they need to wash their hands. Children listen well and show an understanding of the rules and routines of the setting. As a result, children's behaviour is good.

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need to do better?

n The childminder knows the children in her care very well. She plans a broad curriculum that supports children in gaining the skills needed for future success. The childminder focuses on developing children's social skills and deepening their understanding of the world in which they live. She plans a range of experiences and activities based on children's developmental needs and interests. Subsequently, children make good progress in their learning. n The childminder promotes children's communication and language skills well. She regularly introduces children to new words through general discussions, games and stories. The childminder speaks to children during their play and narrates what they are doing, offering praise for their achievements. This builds children's self-esteem and develops their growing vocabulary. However, at times, the childminder does not consider the impact that background noise, such as

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need to do better?

music playing, can have on children's speech and language development. n The childminder plans activities that build on what children know and can do. She uses her own assessments, along with information gathered from parents, to identify children's next steps in learning and plan activities that meet their individual learning needs. Subsequently, children remain engaged for extended periods in the activities provided. For example, children become fully immersed in painting activities. They learn about colour and shape as they use resources to make marks on the paper. Children develop their fine motor skills as they carefully mix the paint to discover new colours. They have a positive attitude

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need to do better?

27 June 2024 towards learning. n Children benefit from the many opportunities they have to go out and about in the local community and further afield. These include visits to the local park, time spent at toddler groups and trips out to the Imperial War Museum. The childminder recognises that some children need support to develop confidence in larger social groups and sensitively supports them as they navigate these new adventures. Experiences such as these contribute to children's growing self- confidence and their awareness of the world around them. n The childminder places a strong emphasis on teaching children about growth and changes over time. Children regularly have opportunities to plant seeds and watch them flower. They excitedly talk to family members about what plants need to grow and show them how their plants have changed when they visit the setting. When children return from their time at pre-school, they eagerly check

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need to do better?

the progress of their sunflower, commenting, 'It's getting bigger and bigger.' n Parents are extremely complimentary about the childminder's setting. They highlight the childminder's nurturing and kind nature and describe how she meticulously plans activities that are tailored to the individual needs and interests of their children. The childminder keeps parents up to date with children's learning through daily discussions. She supports parents to continue their children's learning at home, and parents value her support in tasks such as toilet training. Parents describe the childminder as 'incredible' and feel that she goes above and beyond for the children in her care.

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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 a learning environment that fully supports children's speech and language development consistently.

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Setting details

Unique reference number 222900 Local authority Cambridgeshire Inspection number 10344310 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 8 Date of previous inspection 30 August 2018

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Information about this early years setting

The childminder registered in 1998 and lives in Whittlesford, Cambridgeshire. She operates all year round from 8am to 5.30pm, Monday to Friday, except for 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 provider. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. n The inspector took account of the views of parents. n The inspector observed the interactions between the childminder and children during activities. n The inspector and the childminder completed a joint observation of an activity to assess the quality of teaching.

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Inspection activities

27 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

27 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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