Childminder in Cambridgeshire

Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Overall effectiveness at previous inspection Outstanding

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The provision is outstanding

Children thrive in the childminder's care. The childminder understands that children must first feel safe and secure before they are ready to learn. She tailors the arrangements for settling in to meet each child's individual needs. This helps her to start to build a secure bond with both the child and their family. Children show through their body language that they feel safe and have established a trusting relationship with the childminder. They listen to her and benefit from the calm environment she provides. Children hear consistent messages that help them learn to share and take turns, building their understanding over time that their peers have rights to play. They receive consistent support that helps them to understand and voice their emotions. This helps children learn how to self-regulate, gaining key skills to support them in their education and life in modern Britain.

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The provision is outstanding

Children enjoy a wide range of outings and experiences that the childminder provides. They learn about the world and how things work. The childminder encourages children to do things for themselves, to speculate what will happen and to try out their ideas. Children develop confidence to problem-solve in play and to share their thoughts. They learn how to keep themselves safe. The childminder explains how to use implements, such as knives, safely.

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need to do better?

n The experienced childminder is ambitious for all children. She uses her excellent knowledge of typical child development to establish a curriculum that helps children gain the skills and knowledge that they need for the move to school. n The childminder knows children and their families incredibly well. She effortlessly builds on what children know and can do, using children's interests to engage them successfully in play and learning. The childminder adapts her approach to ensure all children benefit from a wide range of experiences that broaden their knowledge and their awe and wonder of the world. n Children show that they especially enjoy being outside. The childminder provides children with plenty of opportunities to become immersed in learning. They learn how to sow and nurture seedlings and plants that provide them with food, such as strawberries, carrots and runner beans. The childminder takes children to

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need to do better?

forest school activities where children explore and embed learning about how things grow. n The childminder provides children with a true sense of community. She fosters kindness and respect towards everyone. The childminder arranges opportunities for children and families to meet together regularly on a social footing. Children help to leave random acts of kindness in the local community. They learn about the needs of other people in the community when they visit older people in local care homes.

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need to do better?

3 July 2024 n Parents are extremely positive about their children's progress in learning and the care they receive. They say that their children thrive in the childminder's care. Parents notice the gains children make in their self-confidence and independence and in the vocabulary they use. The childminder shares insightful information with parents that helps them support children's ongoing learning at home. n The childminder is highly focused on what each child needs to learn next. She seamlessly adapts her approach to support individual children, with a strong focus to build their vocabulary and understanding. The childminder introduces new words in play as she follows children's interests. She provides clear explanations that help children to learn and remember new words and concepts. Children show that new learning is securely embedded both in play and what they say. The childminder provides children with plenty of opportunities to

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need to do better?

practise their new learning. This helps children to make connections, especially in mathematics, as they fill and empty containers with water or count how many slices of banana they cut. n The childminder is committed to improving her practice and to giving the children high-quality learning experiences. She is highly reflective and conducts research and training to help to develop her practice and knowledge about how children learn. n Children develop a love of books. The childminder reads to children every day and provides them with different ways to explore and understand the story. Children re-enact stories about receiving parcels in the post. They learn how to send letters to friends and family who do not live close by. The childminder provides hands-on experiences that help children build meaning from the stories, for example exploring different textures in the story 'We're Going on a Bear Hunt'. Children attend the library with the childminder and take books home to

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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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Setting details

Unique reference number EY398895 Local authority Cambridgeshire Inspection number 10339309 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 3 Date of previous inspection 10 July 2018

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Information about this early years setting

The childminder registered in 2009. She operates all year round from 8am to 5pm, Monday to Thursday, except for bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children. The childminder holds a relevant early years qualification at level 2.

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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 observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The childminder and the inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n Parents provided written feedback, and the inspector took account of their views. 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

3 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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