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 Good

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The provision is outstanding

The childminder provides children with an exceptional learning environment. Children busy themselves in activities making potions in the 'science kitchen'. They add grass, sand and water, mixing and observing the changes. Children make 'sand' sandwiches together, adding layers of grass for seasoning. They make up a song about their 'leaf potion' and confidently sing it to the group. The childminder teaches children how to use a pipette, and they eagerly ask for a turn. They excitedly say, 'How amazing. What an invention.' Children become deeply engaged in their play, and the childminder gives them time to think, test out their ideas and experiment independently.

p.2

The provision is outstanding

The childminder skilfully builds on real-life experiences for children as part of the curriculum. While playing shops, children count how much items cost and use the till to work out the total. They say, 'That's four, thank you', and count out the shiny coins using numeral names. Children identify when they need one or two more. The childminder repeats the number names and shows children how to use number expertly in play. This helps to provide them with a solid foundation for future mathematical learning.

p.2

The provision is outstanding

The childminder has consistently high expectations of children, who behave exceptionally well. She supports children with praise, enhancing their self-esteem. She displays a calm and supportive approach, which has a positive impact on how children behave. Children learn to value and respect each other. As a result, they develop close bonds with the childminder and empathy for others.

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need to do better?

n The childminder provides a fully inclusive curriculum that is well planned and consistently engages children in their learning. Children are significantly focused on their play and are immensely curious. The childminder knows her children exceptionally well and this helps her plan individualised next steps for each child. Children flourish and make exceptional progress, which ensures they are well prepared for their future learning. n Children enjoy play experiences beyond the setting, from making dens in the woods to visiting the shops and library. The childminder teaches the children about road safety and how to keep themselves safe in the sun and when swimming. Children are free to challenge themselves and move their bodies in different ways to build their physical core strength. They have plentiful opportunities to be outside in the fresh air, exploring and learning about the world. n The childminder recalls how they found caterpillars, and the children talk

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need to do better?

enthusiastically about what they have seen. Children notice a bee, take a closer

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need to do better?

29 July 2024 look behind the glass and discuss this in depth. The childminder extends the children's vocabulary, discussing how the bees collect nectar from flowers to make honey. She provides children with rich experiences, such as growing berries in the garden. They use them to cook and bake muffins to celebrate the birthday of one of their friends. n The childminder uses every opportunity to make links in the children's learning. Children make numbers in the sand, identifying, 'I'm making a number four.' The childminder encourages them to use paintbrushes with water to practise the formation of numbers. When children come across challenge, they say, 'I find it hard', and link it to the story, saying, 'Just like that caterpillar egg on a leaf.' The childminder teaches perseverance and a 'can-do' approach to new things. This has a significant positive impact on children's self-confidence and belief in their

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need to do better?

own abilities. n The childminder provides objects in story sacks to make story time unique. Children focus and listen attentively. They eagerly engage as a group, asking questions and joining in. Children make connections, identifying patterns on the wings of the butterfly, remarking how they look 'similar'. The childminder has a superb ability to extend children's vocabulary and capture moments to do this. For example, when the monkey appears from the box, children identify where the heart is. The childminder teaches the children where the heart is inside their body. n Parents recognise the significant role the childminder has in their children's lives and her overall passion for making a difference. The childminder ensures an open and transparent line of communication that means parents are kept up to date and well informed about their child's progress.

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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.

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Setting details

Unique reference number EY435694 Local authority Cambridgeshire Inspection number 10351692 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 10 Date of previous inspection 8 October 2018

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Information about this early years setting

The childminder registered in 2011 and lives in Cambridgeshire. She operates all year round from 7.30am until 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 setting. n The childminder showed the inspector the premises and discussed how she ensures that they are safe and suitable. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their curriculum. 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 quality of education and care being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector observed the interactions between the childminder and children.

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Inspection activities

n Parents shared their views on the childminder and the care provided 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

29 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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