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

When children start at the setting, the childminder works closely with parents to help them settle. As children arrive in the morning, they settle very quickly and happily start playing. The childminder follows a flexible routine. She helps children to understand what is happening next, which helps them feel emotionally secure. The childminder also ensures that individual children's needs are met. She changes her routine so that children can have snack earlier because they are hungry. The childminder helps children to become independent with their own physical care. She supports them to put on their own shoes and wash their own hands.

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The provision is good

Children develop trusting relationships with the childminder. They approach her readily for cuddles and reassurance. The childminder helps children to learn how to behave positively. She is firm but fair when managing their behaviour. The childminder encourages older children to look after the younger ones. She helps younger children to learn to share and involve others in their play. The childminder knows the children and their families well. She provides activities based on their interests. The youngest children are very engaged in their learning. The childminder identifies areas of development that children require further support with. She provides specific help for children so that they make good progress with their development.

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need to do better?

n The childminder keeps children safe in the setting. She carries out risk assessments so that children are safe when out in the community or visiting local parks. The childminder offers children a choice of healthy snacks. She encourages them to peel their own bananas and put their rubbish in the bin. The childminder supports children who are learning to walk. She makes sure they are safe by holding their hands and supervising them as they practise their new physical skills. n Children's communication and language skills are developing well. The childminder identifies the specific support that children need to make progress with their speech. The childminder listens carefully to what children say. She repeats key words and speaks clearly, modelling the correct way to say words. Children enjoy reading a range of books. They enthusiastically retell stories to others and use new vocabulary like 'cocoon'.

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need to do better?

n The childminder provides a range of resources which suit children's needs. Children spend a long time playing in the home corner. They enjoy pretending to cut up foods and make drinks for each other and the childminder. This helps them develop their manipulative skills. The childminder interacts with children positively. She joins in with their play and teaches them the names of different foods and ice-cream flavours. Children develop their imagination as they build

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need to do better?

16 July 2024 towers and aeroplanes with bricks. n Children enjoy completing puzzles that the childminder provides. However, sometimes these are too easy for the older children. This means that occasionally, older children are not given appropriate challenge to develop their learning and skills. n The childminder undertakes assessments of children's development. She identifies when children are not making progress and works with professionals to share information. This enables her to provide the support that children need. Children with special educational needs and/or disabilities (SEND) make progress with their learning and development. The childminder builds links with local schools and pre-schools. She supports children to make the transition to the next stage in their education. n Parents are appreciative of the support the childminder has given children with their speech and language. Parents are also happy with the flexibility that the

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need to do better?

childminder provides. It helps ensure consistent care for their children. n The childminder has developed good links with other childminders in the local area. She meets up with these and attends local play groups. This helps children develop their social skills and widens their participation in the local community. n The childminder attends regular training to keep her knowledge and skills up to date. She has recently attended training to support children with SEND. The childminder reflects on her practice to identify areas for further development. For example, she would like to continue improving her support for children's communication skills.

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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 review the curriculum planning so that children benefit from challenge that extends their learning further.

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Setting details

Unique reference number EY535651 Local authority Cambridgeshire Inspection number 10344373 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 17 Date of previous inspection 17 September 2018

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Information about this early years setting

The childminder registered in 2016 and lives in March. She operates all year round from 7:30am to 5:30pm, Monday to Friday, except for family holidays. The childminder holds an appropriate qualification at level 3. She receives funding to provide free early education for two-, three- and four-year-old children.

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Inspection activities

n This was the first routine inspection the provider 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 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 communicated with the inspector during the inspection. n The inspector observed the interactions between the childminder and children. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had 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 request.

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Inspection activities

16 July 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

16 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

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