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 Met

p.1

The provision is good

Children are happy and have warm relationships with the childminder and each other. The childminder ensures the environment is welcoming and friendly. Children show a love of learning both indoors and outdoors. They are inquisitive explorers and experimental in their play. Learning happens naturally and the children's interests are followed in an unrushed manner. Children display a good awareness of their surroundings, for example, as they comment the swing that needs more oil as it is squeaky, and the bird feeders that need more food. They notice butterflies and listen out for noises in the environment such as a drill nearby.

p.2

The provision is good

Children show good social skills and are encouraged by the childminder to show courtesy to each other. They behave well and understand clear instructions. The childminder makes learning and play fun. Children play games, taking it in turns to count and hide their eyes. They excitedly seek to find where their friends are hiding and shout 'boo'. Children visit local museums, the library, groups and parks to widen their experiences. They are taught how to keep themselves safe, learning how to cross the road and to ask for help if needed.

p.2

The provision is good

Children access a range of resources that support them to develop their physical skills. The youngest children gain confidence by practising the movements needed to make the scooter move forwards. Children show focus, control and concentration, to master a skill. They climb the steps of the slide with ease, building physical strength and coordination. Children know they need to use a safety mat when using the swing bar. They confidently manage risk for themselves, moving in adventurous and creative ways.

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need to do better?

n Children make good progress from their starting points. Gathered information about the children help to support the childminder to plan for their next steps in learning. The childminder has good knowledge of the early years foundation stage and promotes play as part of her sequenced curriculum. She recognises when children need additional support and works closely with parents as needed. The environment is inclusive, and children learn to respect individuality and other cultures. Children are well prepared for school and the wider lifelong skills needed for their future. n Books and stories are accessible to children, supporting different languages and ages. Children can sit in a snug area and read about the caterpillar and his adventures. They make links in their play as they use objects from the story to role play alongside the storytelling. On occasions in some interactions, the childminder does not use opportunities to build on children's vocabulary to

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need to do better?

deepen their exposure to new words. Parent partnership working is good.

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need to do better?

17 July 2024 Effective communication methods ensure parents are kept up to date with children's progress. n The childminder supports the children to have a healthy understanding of food and choices. She makes home-cooked foods and provides them with a balanced diet. Children enjoy fruit and crackers for snack. They count how many they have, and share their likes and dislikes. However, they do not always have opportunities to further their independence at mealtimes. Children understand the importance of washing their hands and keeping the germs away. They are supported with visual aids to remind them of the routine and sing songs while washing. n Children enjoy being creative and exploring colour mixing using different tools. They take pride in showing others their masterpieces as they tell them, 'Look! a watermelon' and 'I made a rainbow'. They experiment mixing new colours and they talk about changes. Children attempt to form the letters of their name and

p.2

need to do better?

the childminder prepares them for this with early mark-making opportunities. Children use counting in everyday play and talk about shape and size. They are starting to use mathematical language such as 'one more'. n Children eagerly notice things in the environment which takes their interest. From a conversation at snack time, to finding snails in the garden, children talk about their features and show confidence in holding the snails. The childminder implements robust risk assessments ensuring that children can access a diverse range of experiences safely.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

p.3

should:

n encourage a greater level of independence to support children's developing skills n build on learning opportunities with children's language skills to extend their depth of vocabulary.

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Setting details

Unique reference number EY493132 Local authority Cambridgeshire Inspection number 10344368 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 7 Date of previous inspection 14 September 2018

p.4

Information about this early years setting

The childminder registered in 2015 and lives in Cambridge. She operates all year round from 8.00am to 5.00pm, Monday to Friday, except for bank holidays and family holidays. The childminder is eligible to access funding for children while in her care and holds a level 3 qualification.

p.4

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 childminder. n The childminder showed the inspector the premises and discussed how they ensure it is 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 the inspector about what they enjoy doing while with the childminder. n The inspector observed the interactions between the childminder and children. n Parents shared their views of the childminder with the inspector in written format. n The childminder provided the inspector with a sample of key documentation on request.

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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

17 July 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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