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

The childminder provides a warm and welcoming learning environment. She knows the children very well and recognises the importance of building strong relationships with children and their families. When visitors attend the setting, children seek out the childminder for reassurance. She builds a sense of security that has a positive impact on children's emotional well-being. Children demonstrate that they feel safe and secure in her care.

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The provision is good

The childminder plans a broad curriculum, taking account of children's abilities and interests. She creates an environment where children are encouraged to play and explore, and this successfully supports their curiosity as they investigate the resources available. Children become excited as they construct a slide out of wooden planks. They work together with their friends to build a slide that is safe and strong. Children enjoy each other's company and learn how to play together, developing their understanding of sharing and taking turns.

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The provision is good

The childminder is a positive role model. Children demonstrate a clear awareness of the rules and routines of the setting. As they prepare for snack, the children help to set up the table and know that they need to wash their hands. They are confident to ask the childminder when they would like to change the activity and understand the need to tidy away the toys before starting something new. As a result of the childminder's high expectations, children behave well.

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need to do better?

n The childminder plans a wide range of learning opportunities based around children's interests and developmental needs. Throughout the day, she follows the children's lead, using opportunities in their play to build on what they already know and move their learning forward. As a result, children engage well in activities and make good progress in their learning. n The childminder uses regular observations and assessments to help identify what children need to learn next. She works closely with parents to share what they know about their child prior to them starting at the setting. Individualised settling-in sessions help to support children's transitions from home. As a result, children settle quickly. n Mathematical language is weaved naturally into daily routines and activities. Children count the number of times they move backwards and forwards on the swing. The childminder reinforces their understanding of length and height as

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need to do better?

they explore resources and compare the sizes of objects made from play dough. n The childminder provides children with a range of experiences in the local area, increasing their knowledge of their community and the world around them. They take trips out on the bus and train, visit garden centres and feed the ducks.

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need to do better?

10 October 2024 During visits to local toddler groups, as well as gatherings with other childminders, children learn to interact in wider social circles. Although the childminder incorporates some festivals and cultural celebrations into her planning of the curriculum, she does not always build on children's knowledge of other cultures beyond their own. Additionally, she does not always consider how to use information about children's backgrounds to help them gain an even better understanding of what makes them unique. n The childminder encourages children to be independent and take appropriate risks. For example, as children navigate larger climbing equipment at the park, she is on hand to offer support, although she encourages them to have a go first if they feel safe. At snack time, children use knives to cut their own fruit and discuss the rules of using such equipment when doing so. The childminder

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need to do better?

ensures that children are given opportunities to take safe risks. Consequently, they have a good awareness of how to stay safe. n Children's communication and language development is supported well. The childminder encourages them to use descriptive language to describe the way they manipulate the play dough. She introduces words such as 'squeeze' and 'stretch' as she models the different ways to change its shape. During mealtimes, children are encouraged to engage in meaningful conversations, where they discuss previous learning and think about what they are going to do next. Children develop good communication skills and become confident speakers across the curriculum. n The childminder is committed to her role and to providing good-quality care and learning for children. She completes all mandatory training as well as further reading to build on her knowledge and skills. She works closely with other

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need to do better?

childminders, sharing good practice and discussing new ideas. However, her programme of professional development is not sharply focused on developing her teaching skills even further.

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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 consider further ways to build on children's knowledge of other cultures and help them gain a better understanding of what makes them unique n establish an effective and ongoing programme of professional development to strengthen the quality of education even further.

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Setting details

Unique reference number EY390511 Local authority Cambridgeshire Inspection number 10355453 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 29 November 2018

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Information about this early years setting

The childminder registered in 2009 and lives in Soham, Cambridgeshire. She operates all year round, from 8am to 5pm, Monday to Friday, except bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children. She holds an early years qualification at level 3.

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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 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 how the childminder interacted with children and spoke with the children present. n The inspector and childminder completed a joint observation of an activity to assess the quality of teaching. n The childminder provided the inspector with a sample of key documentation on request. n The inspector took account of the views of parents.

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Inspection activities

10 October 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

10 October 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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