Markham, Jennifer

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

p.1

The provision is good

Children demonstrate that they feel secure in the care of this warm and caring childminder. They seek comfort from the childminder when they feel tired or just want a cuddle. Children become involved in activities and show how much they have learned and remembered. For example, children pretend to have a tea party, and they remember too much sugary food is not good for their teeth. The childminder has developed a curriculum with a clear focus on skills and knowledge that helps children make the progress they need to be prepared for school. She encourages children to solve problems. For example, when children ask the childminder about a toy, she helps them recall previous learning and remember what they already know. The childminder asks children questions to help build on their thinking and problem-solving skills. Children ponder and then suggest the fruit is a watermelon on top of a stick, so it could be a watermelon ice lolly.

p.2

The provision is good

Children behave well. The childminder supports children to make good friendships and develop strong social skills. Children of different ages play well together. They listen and respond to the childminder's instructions. They use good manners and learn not to talk over others. Children share and take turns.

p.2

need to do better?

n The childminder has a clear curriculum intent in place. She carries out assessments of children's learning and development. She engages in good- quality interactions with the children and knows what learning she wants to achieve. The childminder plans activities based around children's interests. Children have a can-do attitude to their learning and join in with planned activities and experiences. For example, they share a book about a caterpillar with the childminder. They show good hand-eye coordination as they pick up the pretend food and thread it onto a string to feed the caterpillar. However, older children are already good at this and complete it with ease. Occasionally, the childminder does not plan the learning for older children to help them build on what they know and can already do. n There is a strong focus on promoting children's language and communication skills. The childminder provides children with a language-rich environment and

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need to do better?

engages them in meaningful conversations. For example, while playing with the pretend food she speaks to the children about the different types of cakes they can choose from. She describes macaroons as crunchy and squidgy. The childminder repeats words back to the children, using the correct pronunciation. She also builds silence into her own communication to allow children the time they need to respond. Children love to pretend to talk and babble on a toy phone. They pause at appropriate times, showing that they are pretending to listen to the replies. This shows that children develop an understanding of how

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need to do better?

9 September 2024 to conduct two-way conversations. n The childminder helps children to be independent. She encourages children to do things for themselves and develop their sense of responsibility. For example, children feed themselves at lunchtime. They also wipe their own hands and face when they have finished. n Children have access to a well-equipped outdoor area each day to develop their physical skills. They enjoy regular walks to the local park and other community places. They meet up with other childminders and mix with larger groups of children, which helps support their social skills. n Children learn about the community in which they live. They learn about different festivals and celebrations and share their own family traditions and customs. They enjoy learning about how other people live. n The childminder collects feedback from parents. She shares regular information about children's daily learning. Parents are very happy with the care their

p.2

need to do better?

children receive and value the advice and support the childminder gives them. n The childminder evaluates her setting and makes changes to benefit the children. She accesses online professional development opportunities to improve her knowledge and teaching. She explains that, following a training session, she has a greater understanding of how to work with children who may have autism. She supports and mentors the assistant and works with another co-childminder.

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 build on the existing good teaching to consistently plan activities more precisely to support the unique learning needs of some of the most-able children.

p.3

Setting details

Unique reference number EY463885 Local authority Cambridgeshire Inspection number 10362133 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 27 Date of previous inspection 3 February 2020

p.4

Information about this early years setting

The childminder registered in 2013 and lives in Stretham, Cambridgeshire. She operates from 7am until 6pm each weekday, all year round, except for bank and family holidays. The childminder holds a relevant qualification at level 3. She works with a co-childminder and occasionally, with an assistant. She offers early education funded places to two-, three- and four-year-old children.

p.4

Inspection activities

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 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 being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n Parents shared their written 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

9 September 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

9 September 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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