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

Children enjoy their time spent in the friendly and welcoming environment that the childminder creates. Children are happy and content. They form strong attachments to the childminder, who is responsive to their needs. For instance, she introduces visitors to children and provides reassuring cuddles as they become familiar with new people. This reassurance helps to support children's emotional well-being. The childminder has a warm and gentle approach that contributes to children feeling safe and relaxed in her care.

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The provision is good

The childminder plans plentiful opportunities for children to learn about the natural world around them. For instance, they go on regular nature walks to learn about the seasons. They collect natural materials, such as leaves, conkers and pine cones. Children particularly enjoy time spent with the childminder's dog. The childminder explains to the children the importance of being gentle and respecting the dog. This helps children to learn important life skills about how to look after and behave around animals.

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The provision is good

Children have positive attitudes to learning. They are inquisitive and enjoy exploring. The childminder plans activities based on children's interests. She offers encouragement and praise when children face challenges. This helps them to develop resilience. Children's behaviour is good. The childminder supports children to share and take turns. She remains calm and uses gentle reminders to reinforce her behavioural expectations. As a result, children learn to be respectful to their peers and the environment.

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need to do better?

n The childminder is reflective in her approach. She strives to provide children and families with a high-quality provision. The childminder has a positive attitude towards her continuous professional development. She accesses additional training courses to develop her practice further. For instance, recent training around story telling in the early years has helped her to develop strategies to improve children's engagement in books further. n Partnerships with parents are good. Parents appreciate the childminder's effective communication, particularly the reassuring messages that their children have settled and are happy. Parents comment on the childminder's warm interactions and the close attention she pays to children's individual needs. The childminder shares information with parents about their children's progress, along with ideas for supporting their learning at home. She regularly sends parents photos and videos of their adventures and the various experiences she

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need to do better?

provides. n The childminder shares her intentions for children's learning with parents. She

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need to do better?

5 November 2024 completes introductory paperwork with parents on entry and provides a flexible approach while children settle in. However, she does not always collect sufficient information for all children in her care to help her decide on starting points to inform her curriculum from the start. n The childminder understands the importance of promoting children's communication and language development. She uses strategies for developing young children's vocabulary, such as labelling items and commenting on children's play. She asks questions to determine children's understanding and chats freely with them as they play. For children requiring additional support, the childminder works closely with parents and other professionals to implement strategies to help close gaps in children's language development. n The childminder recognises the importance of books and ensures that children have free access to a wide range of reading material. Children enjoy listening to

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need to do better?

their favourite stories. They repeatedly bring books to the childminder and snuggle up close to her as they listen intently to her reading. They turn the pages and point to the pictures as the childminder names textures in the book, such as 'slimy' and 'prickly'. n The childminder ensures that children build strong links with the local community. They attend playgroups, where they meet with other childminders. This helps the children to develop their social skills through playing in larger groups. Children visit places of interests, such as local museums, and enjoy bus rides as they explore the wider community. n The childminder supports children's physical development. She makes good use of her garden and outside green spaces. She plans activities to promote children's gross and small motor skills. For example, children access slides and dig in the sand. They also paint with water and use jugs and scoops to pour

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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 strengthen information gathering about children's starting points to inform the curriculum from the start.

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Setting details

Unique reference number EY538773 Local authority Cambridgeshire Inspection number 10363833 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 3 Number of children on roll 3 Date of previous inspection 10 January 2019

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Information about this early years setting

The childminder registered in 2016 and lives in Cambridge. She operates term time only, 8am to 5pm, Tuesday to Thursday. The childminder offers government funded places for children aged between nine months and four years.

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Inspection activities

n The childminder and inspector carried out a learning walk to discuss the curriculum provided and how the setting is organised. n The inspector observed interactions between the childminder and the children. n The childminder provided the inspector with a sample of key documentation on request. n The inspector reviewed written feedback from parents and took account of their views.

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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

5 November 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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