Gough, Christina

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 are happy and thrive in the childminder's home. She has high expectations for all children and is a good role model. Children respond positively to her well- embedded rules and routines, which helps them to know what is expected of them. For example, they delight in helping to tidy away the toys and race to complete the challenge before the timer runs out. The childminder reminds children about the rules of the setting, and they remember that they have to use 'walking feet' inside. As a result of clear boundaries and high expectations such as these, children's behaviour is good.

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The provision is good

The childminder provides a well-organised environment that promotes children's independence and allows them to make choices in their play. Children are happy and eager to explore the wide range of activities on offer. For example, they become very excited and rush to explore the mud, diggers and vegetables, where they learn about growth and changes over time. Older children engage in meaningful discussions about where the food comes from and what it needs to grow. Younger children develop their motor skills and coordination as they dig and scoop the mud then transport it to different areas of the tray.

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The provision is good

The childminder is enthusiastic about her role and takes pride in offering children high-quality experiences. She regularly takes children on outings to develop their understanding of the world around them. During lunchtime, children recall their visit to a local country park. The childminder prompts discussions about the bees that they saw, which was linked to the honey in the children's sandwiches. These experiences expand children's knowledge and build on their growing vocabulary. During visits to local shops, children develop their social skills by interacting with staff and selecting which fruit they would like to purchase. This enhances their understanding of their community and builds confidence in social situations.

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need to do better?

n The childminder provides a well-sequenced and ambitious curriculum that is tailored to the needs of the children in her care. She places a strong focus on developing children's communication and language skills and ensures that they are immersed in a language-rich environment. The childminder models the correct pronunciation of words, narrates children's play and actions, and uses daily opportunities to sing songs and read stories. She introduces all children to basic sign language, enabling them to communicate in a variety of ways. n The childminder knows the children very well. From the start of their care, the childminder gathers detailed information about the children from parents, such as their likes, dislikes, interests and stage of development. She uses this information, along with her own thorough assessments, to plan activities and

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need to do better?

7 November 2024 experiences that build on children's knowledge and skills. However, occasionally during activities, the childminder does not notice where adaptations are needed in her practice to ensure that children of different ages and stages of development are consistently challenged. n The childminder promotes children's independence and provides many opportunities for them to practise and develop their skills. Children help to lay the table ready for mealtimes and clear away their food when they have finished. The childminder encourages older children to open their own lunch boxes and packets of food in preparation for school. Younger children practise using cutlery to feed themselves. When heading outside, children persevere when trying to put on their own puddle suits and shoes, and they smile in delight as the childminder celebrates their achievements. n Children's personal, social and emotional development is fostered well. The

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need to do better?

childminder teaches children about different emotions through stories and discussions. She provides calming areas for children to use when they feel overwhelmed, and children are beginning to access this space independently as they recognise the different emotions they feel. The childminder provides children with opportunities to develop their social interactions within larger group situations. Children attend local toddler groups and meet with children from other childminder settings. This helps to enhance their social skills and develop confidence in new environments. n Partnerships with other professionals and parents are strong. As children get ready to move on to the next steps in their education, such as school, the childminder communicates with school staff to share key information about the children in her care. The childminder regularly updates parents about their children's learning and completes statutory assessments, such as the progress

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need to do better?

check at age two. When gaps in learning are identified, the childminder works with parents and other professionals to ensure that the children receive the support they need. Parents comment that the childminder is 'professional, warm, creative and dedicated' and state that they feel their children are lucky to receive such 'high-quality care'.

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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 plan and adapt activities further to ensure that all children fully benefit from the learning opportunities provided and make the best possible progress.

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Setting details

Unique reference number EY459873 Local authority Cambridgeshire Inspection number 10363826 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 5 Number of children on roll 5 Date of previous inspection 10 January 2019

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Information about this early years setting

The childminder registered in 2013 and lives in Buckden, near St Neots in Cambridgeshire. She operates all year round from 8am to 5.30pm, Monday to Thursday, except for bank holidays and family holidays. The childminder holds an appropriate early years qualification at level 3. She provides funded early education for two-, three- and four-year-old 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 curriculum. n The inspector observed the quality of education being provided 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

7 November 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

7 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

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