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 Not applicable

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The provision is good

The childminder provides a warm and welcoming, home-from-home environment. Children arrive happy and excited to start their day. They confidently wave goodbye to their parents and are eager to get involved in their first activity. The childminder is gentle and responsive to young children. She rocks them to sleep, offers comfort when needed, and gives praise when they learn a new skill. Children look to the childminder for reassurance and demonstrate their sense of trust and security in her care.

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The provision is good

The childminder provides opportunities for children to practice social interactions from a young age. Children behave well and demonstrate exceptional social skills. They wait patiently for their turn, play in large groups and listen to their peers well. Children are fully engaged in their play. They talk to each other, share ideas and help each other to build a den. Without intervention, children take it in turns to use a mallet. They remind each other of the safety rules and include everyone in the group. The childminder supervises closely and asks questions to encourage children to think and share their ideas. The childminder teaches children how to keep themselves safe. They learn about risks and how to manage these themselves. This helps children to understand how to be safe and aware of their surroundings.

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need to do better?

n Families are offered an in-depth settling-in period where children and parents visit the setting. The childminder gathers information from parents to gain knowledge about each child she cares for. This helps her to prepare and support children through the transition process. She spends time with each child, getting to know them and building a strong relationship. Therefore, young children settle extremely quickly at the setting and demonstrate their happiness and sense of security, even during their first day. n The childminder continues to share information with parents, regarding their children's care and daily routines. She uses an online app to track children's progress and learning, which all parents can access. However, the childminder does not fully help parents continue the learning at home to support children's ongoing development. n The childminder provides a range of outings in the local community where

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need to do better?

children are given the opportunity to extend their physical skills even further. Children enjoy visiting the local parks and green spaces with the childminder. They learn to climb larger equipment, developing their strong core strength and gross motor skills. n The childminder has a good knowledge of children's progress and stages of development. She plans meaningful next steps that focus on extending and building children's knowledge and skills. For example, the childminder teaches

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need to do better?

28 August 2024 children the skills they need to become independent, putting on their own shoes and coats and recognising their own name. This helps children to develop the key skills they need to be ready for the next stage in their learning. n The childminder provides many opportunities each day for children to practise their speech and language development. This is predominantly through conversations and talking. The childminder also reads a range of stories and together they enjoy singing too. Children are excited to find different objects from the song bag and the childminder uses this to extend children's language further. n The childminder recognises children's levels of engagement. She uses questions to extend their thinking skills and encourages them to share their own ideas. For example, when children are building, the childminder skilfully asks questions, such as 'what could you use?' and 'who is living in your barn?'. Children think for

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need to do better?

themselves and share their ideas with peers, developing their imagination and confidence. n The childminder has a good partnership with the local early years setting and primary school. However, she does not extend this to other schools further afield that children will attend to support a smooth transition.

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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 work more closely with parents to help them become involved in guiding their children's learning at home n share information about children's progress with all schools they will move on to, to support successful transitions for all children.

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Setting details

Unique reference number 2756958 Local authority Cambridgeshire Inspection number 10349489 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 4 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2023 and lives in Brampton. She operates all year round from 8am to 5.30pm, on a Wednesday and Thursday, except for bank holidays and family holidays. The childminder holds qualified teacher status and 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 joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want their children to learn. 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 inspector observed the interactions between the childminder and children. n The inspector carried out a joint observation of a group activity with the childminder. n Parents shared their views of the setting with the inspector.

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Inspection activities

28 August 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

28 August 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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