Fletcher Eileen

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 settled in the childminder's welcoming home. They benefit from her calm and nurturing manner, which helps them to feel emotionally secure. Children independently select toys from different areas in the setting and readily involve the childminder in their play. They explore the role-play kitchen, making cups of 'tea' and preparing 'food' for the childminder to enjoy. Children are eager to participate in interesting activities that the childminder plans. For example, children practise using a range of tools to manipulate play dough. Older children develop skills in using scissors to snip the dough. Younger children use stampers to make marks. The childminder models different ways to use the equipment and praises children's efforts as they attempt to copy her actions independently. Activities such as these help to develop children's fine motor skills and raise their self-esteem.

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The provision is good

The childminder is a good role model. Clear rules and routines are securely embedded within the setting and, as a result, children know what is expected of them and their behaviour is good. The childminder talks to children about safety and why certain rules are needed, such as sitting properly on chairs at lunchtime. The childminder successfully meets children's emotional and care needs. She offers cuddles and reassurance, and children seek her out when they are tired. Children enjoy sitting with the childminder to share books. They excitedly join in with key phrases and comment on the pictures they see. These interactions build on children's growing vocabulary and support their well-being.

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need to do better?

n The experienced childminder demonstrates her ongoing enthusiasm for her work. She implements a curriculum tailored to the needs of the children in her care, building on what they already know and can do. The childminder places a strong focus on ensuring that children are happy, independent and confident learners. Subsequently, they make good progress in their development. n Partnerships with parents and other professionals are effective. The childminder communicates with the local school to discuss their phonics programme and implements this in her setting for those children who are developmentally ready. Parents feel extremely well supported by the childminder. They say that their children 'thrive in her care' and that her dedication to their children's education and well-being is 'truly remarkable'. The childminder ensures that parents are kept up to date with their children's learning. She provides daily communication

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need to do better?

in a home book and through photos shared via messages. However, she is yet to build stronger relationships with other settings the children attend, which would create a more joined-up approach to support their learning even further. n The childminder knows the children very well. She provides settling-in sessions to support children's transitions and collects detailed information from parents

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need to do better?

21 November 2024 about their children's likes, dislikes, routines and current levels of development. Using her knowledge of children's individual needs and interests, the childminder plans a range of activities and opportunities that are exciting and engaging for the children in her care. For example, children develop their fine motor skills as they explore the fidget toys. The childminder encourages them to find different ways to make the toys move, spin and pop. Children delight as they successfully make the spinners move, which boosts their self-esteem and builds their confidence. n The childminder supports children's communication and language skills well. As children play, she narrates their actions and names objects of importance. During snack time, children engage in back-and-forth conversations with the childminder. She encourages them to recall previous learning, discussing the cakes they made the previous day. As children play, the childminder uses

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need to do better?

opportunities to build on children's speech and language effectively, helping them to extend their vocabulary. n Children are provided with a wide range of activities out and about in the community, where they can build confidence, socialise with others and develop an understanding of similarities and differences. They regularly attend toddler groups, visit soft-play areas and meet up with children who attend other local childminder settings. n The childminder and her assistants have completed all mandatory training to ensure that they have a good knowledge and understanding of how to promote children's safety and welfare. The childminder works closely with other childminders, discussing changes in legislation and sharing ideas and activities. However, she does not plan precise areas for development in order to extend the quality of education even further.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

p.3

should:

n develop partnerships with other early years settings further to ensure even more consistency in children's education and learning n continue to build on professional development plans to raise the quality of education to an even higher level.

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Setting details

Unique reference number 221980 Local authority Cambridgeshire Inspection number 10367337 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 12 Number of children on roll 20 Date of previous inspection 5 February 2019

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Information about this early years setting

The childminder registered in 1992 and is located in Ely, Cambridgeshire. She operates her service throughout the year, from 6.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder is registered to work with two assistants. The childminder provides funding 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 her early years provision, including the aims and rationale for her early years foundation stage curriculum. n The inspector observed the quality of education being provided and assessed the impact that this has on the children's learning. n The inspector observed how the childminder interacted with the children and spoke with the children present. n The inspector and the 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

21 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

21 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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