Childminder in Peterborough

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 knows the children well and plans activities to help them make good progress. For example, they develop their creativity and use their imagination as they paint ghosts onto pumpkins. Younger children smile with delight as they use their hands to spread the paint around. Older children consider where to paint the eyes on their ghosts. The childminder uses every opportunity to teach children new knowledge. For example, when children notice the moon in the sky, the childminder explains the reason why they can see the moon in the day.

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The provision is good

The childminder has high expectations for children's behaviour and independence. She sets simple rules and gives clear instructions. This helps children know what is expected of them. Children are polite and often say 'please' and 'thank you'. They know to wash their hands before a snack and have a go at putting on their own coats and shoes. Older children play alongside younger ones. The childminder ensures children with special educational needs and/or disabilities (SEND) make good progress. For example, when encouraging children to help to tidy up, she models what to do and gives children with SEND the time and encouragement to practise their skills. This boosts all children's self-esteem and helps build their resilience.

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need to do better?

n The childminder knows what skills children have learned and what she wants to teach them next and why. Overall, the childminder plans well for children. Occasionally, the good support for older children's learning is not adapted as well to engage younger children and fully extend their learning. Despite this, younger children explore, join in where they can and make good progress. n Children are learning good language and communication skills. The childminder uses every opportunity to engage them in conversation. She introduces new vocabulary during play. For example, when building a castle from plastic blocks, she talks about the moat around the castle. She provides clear explanations that help children understand and use new words in context. n Children listen as the childminder reads stories. She poses questions to help children stay engaged with the story. When children spot the ice creams in the

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need to do better?

book, she helps children to decide on the possible flavours. Children eagerly tell her that green might be mint, and pink is a strawberry flavour. n The childminder supports children's developing independence. She encourages children to complete small tasks for themselves. For example, younger children have a go at wiping their own noses. Older children use a water dispenser to pour their own water. They beam with delight when they carry the filled cup to the table without spilling it. n Children enjoy a range of physical development opportunities as they play on

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need to do better?

22 October 2024 see-saws and slides in the garden. The childminder encourages children to use small tools, such as scoops and sieves, in the sandpit. Children push the train around the carpet, tracing the outlines of the numbers on the floor mat. This helps children to develop their fine hand muscles for early writing. n The childminder uses daily routines to teach children about the world around them. For example, while enjoying their fruit snack she encourages the children to think about general waste and composting. Children recall previous learning and talk about the importance of using the different coloured bins to recycle. n The childminder teaches children to respect others and develops their understanding of cultures and their beliefs. Children learn about different hair types, skin colours and families. The childminder teaches children about festivals from around the world and celebrates children's individuality. Children have been

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need to do better?

sharing books for Black History Month. n The childminder updates parents on their children's progress. She makes suggestions that parents find very useful to support their children with toilet training and behaviour development. Parents say that their children thrive in the childminder's care and are always happy to attend. n The childminder keeps her mandatory training up to date. She accesses training courses and listens to professional webinars and podcasts. The childminder is currently exploring the level 3 childcare qualification to further improve her knowledge and skills.

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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 focus more precisely on supporting younger children so that activities and learning opportunities are effectively adapted to reflect their learning needs.

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Setting details

Unique reference number EY467672 Local authority Peterborough Inspection number 10359990 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 12 December 2018

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Information about this early years setting

The childminder registered in 2014 and lives in Peterborough. She operates from Monday to Friday, 7am to 7pm, all year around, except for bank holidays and family holidays. The childminder offers early education funded places to all eligible children.

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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 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

22 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

22 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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