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, with the support of her assistants, provides a welcoming environment for the children. They develop bonds with the children in their care. Children are supported to manage their feelings and the importance of being kind to their friends. They demonstrate a positive attitude to their learning and their independence is promoted. The childminder and her assistants build on the children's curiosity as they explore frozen ice. Older children demonstrate their knowledge. They explain that the ice is cold and turns to water when it melts.

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The provision is good

The childminder and her assistants provide a good range of activities to develop children's small-muscle strength. For example, children are encouraged to knead and stretch dough. Their enjoyment is enhanced because the childminder and her assistants also provide children with a range of craft materials, such as feathers, straws, and sequins to decorate their dough. Children demonstrate pride in their creations and are praised for their achievements. The childminder and her assistants support babies to develop their physical skills. They provide activity bouncers, which supports babies to develop muscle strength in their legs in readiness for them to progress to independently stand and walk.

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need to do better?

n The childminder regularly meets with her assistants to discuss how everyone can improve their practice. Ongoing professional development is valued. For example, the childminder and her assistants have attended training associated with the development of children's language. This has supported them to understand the importance of back-and-forth conversations, repeating back words and adding one or two additional words to support younger children to begin to form sentences. n The childminder plans a curriculum which builds on what children already know and can do. Observation and assessment support her to understand each child's interests and learning needs. The childminder and her assistants join in the children's play. However, on occasions, they do not use every opportunity to extend children's learning. This includes differentiating their teaching to support the ongoing learning of babies and younger children. For example, some

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need to do better?

planned circle time activities are too advanced for babies and younger children's attention is not always sustained due to the length of the activity. Additionally, some daily routines are not always effective. Children sometimes wander around with no purpose while they wait for the completion of nappy changing routines before they are able to go outside. Therefore, the best use of learning opportunities is not always made at these times. n The childminder and her staff effectively promote the health of children, encouraging them to be physically active in the fresh air. They support younger

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need to do better?

20 November 2024 children to develop their balancing skills on the balance beam, holding their hands to build their confidence. Older children demonstrate their skills as they climb on the climbing frame and kick footballs. Additionally, children enjoy a range of healthy snacks and meals. They learn to independently feed themselves using appropriately sized cutlery. Discussion and activities also support children to learn about the importance of good oral health. n The childminder and her assistants support children's language and communication skills. Younger children are encouraged to say sounds associated with their play. For example, they enthusiastically repeat the phrase 'choo-choo' as they manoeuvre pretend trains around the wooden track. Children are taught a range of rhymes and especially enjoy those with actions. Children pretend to be rabbits as they enthusiastically sing 'Peter rabbit has a fly upon his nose'.

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need to do better?

Additionally, the childminder and her assistants share story books with the children. Prompts such as pretend fruits, cakes and a toy caterpillar are successfully used to enhance children's enjoyment. n The childminder develops positive relationships with parents. She spends time talking to parents and getting to know children's care needs and stage of development before they attend. This successfully helps to ease the transition from home to the childminder's care. Information is frequently shared with parents about their child's progress and 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 use every opportunity to extend children's learning during planned and spontaneous activities, this includes the differentiation of teaching to support the learning of babies and younger children n review the organisation of group circle times and routines to better meet children's individual needs and learning outcomes.

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Setting details

Unique reference number EY546629 Local authority Cambridgeshire Inspection number 10364764 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 18 Number of children on roll 19 Date of previous inspection 7 November 2019

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Information about this early years setting

The childminder registered in 2017 and lives in Sawtry, Cambridgeshire. She operates all year round from 8am to 5.30pm Monday to Thursday and from 8.30am to 1pm on a Friday except for family and bank holidays. The childminder holds an early years qualification at level 3. She employs two assistants who hold early years qualifications at level 3. The childminder provides government funded places for childcare.

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Inspection activities

n The childminder showed the inspector the premises and discussed how she ensure they are safe and suitable. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for the early years foundation stage curriculum n The inspector observed children taking part in activities with the childminder and her assistants, and assessed the impact on children's learning. n Children spoke to the inspector during the inspection. n The childminder provided a sample of key documentation on request. n The inspector took account of the views of parents from written feedback provided at the inspection.

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Inspection activities

20 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

20 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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