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 who are new to the setting settle very quickly. They eagerly start playing in the childminder's large, well-resourced garden. The childminder shares information with parents about their children's individual needs when children start at the setting. This helps her to meet these needs and keep them safe. The childminder is calm and patient. Children readily approach her for reassuring hugs. The childminder follows a flexible routine which helps children understand what is going to happen next. The childminder promotes children's positive behaviour. She gives them time to make positive choices and praises them when they share. The childminder reinforces the boundaries of the setting firmly but kindly.

p.2

The provision is good

Children enthusiastically tell the childminder about their home lives. They invite her to play with them. The childminder follows children's interests and play ideas. She ensures that each child is included and challenged in all the activities she provides. The childminder assesses children's learning and development and quickly identifies areas that require further support. Children make good progress and are ready for the next stage in their learning. The childminder ensures her setting is clean and secure. She assesses risks and takes action to keep children safe when they are out in the local community.

p.2

need to do better?

n The childminder promotes children's independence. Children wash their hands independently before snack and put on their own shoes. Younger children receive the support they need to keep clean. The childminder works with parents to share information about healthy eating at meal and snack times. She meets the children's individual dietary needs. She offers a variety of healthy fruit to children. n There is strong support for children's physical development. The childminder provides a wide range of resources to suit the development needs of children. Children climb, swing, and enjoy ride-on toys. Some of these resources are challenging for the children but the childminder keeps them safe, and teaches them how to use equipment safely. Children enjoy digging in the sandpit. The childminder adds glitter shakers which encourages children to be imaginative. For example, they spend a long time creating different imaginary pizza toppings.

p.2

need to do better?

n The childminder supports children's communication and language development. She carries out assessments, including statutory assessments, which help her to identify children who struggle with their speech. The childminder speaks clearly to children. She listens carefully and repeats key words. She sings songs and reads books. Occasionally, the childminder plays background music. However this makes it more difficult for children to hear and respond to her, and each other.

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need to do better?

23 July 2024 n The childminder follows children's leads and extends their learning. For example, when children are exploring how to move large toys down a step, she provides a ramp so that they can explore this in a safe way. Children learn about the world around them. The childminder reads them books about famous women. The childminder helps children to understand new learning. She takes time to explain different ideas such as what it means to be a vegetarian. n The childminder provides well thought out activities that support children's mathematical learning. Children enjoy categorising items into different colours and sizes. The childminder supports children who are starting school, with counting and simple sums. She meets with other childminders and she visits different community groups. This supports children's social skills and provides a broader range of learning opportunities. n Parents speak highly of the childminder. They trust the childminder to keep their

p.2

need to do better?

children safe. They comment on her warmth, dedication and professionalism. Parents appreciate the communication they receive about their child's learning and development. This helps them to provide consistent support at home. The childminder works in partnership with different organisations to keep children safe. n The childminder accesses mandatory training to keep her knowledge updated. She can reflect on her setting, identifying strengths and areas for further development. However, she does not always plan specific training opportunities to help further develop her knowledge and teaching skills.

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 give further consideration to children's learning environment so that children can listen and communicate easily n access training opportunities to help further develop high quality teaching skills.

p.3

Setting details

Unique reference number 222778 Local authority Cambridgeshire Inspection number 10351668 Type of provision Childminder

p.4

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 8 Date of previous inspection 4 October 2018

p.4

Information about this early years setting

The childminder registered in 1998 and lives in Cambridge. She holds a childcare qualification at level 3. The childminder operates all year round from 7.30am 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 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

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

23 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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