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 finds out information from parents when children start. This helps her to settle children into the setting. Children arrive happily and quickly settle to their play. The childminder is warm, calm and friendly. She develops close relationships with children, who feel safe and secure in the setting. They readily approach the childminder for cuddles. The childminder gets to know children and their families well. She identifies gaps in children's learning. She provides support for each individual child to help them make progress. Children from disadvantaged backgrounds make good progress with their development.

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The provision is good

The childminder carries out personal care routines sensitively. She encourages children to develop their independence. The childminder teaches children about the importance of covering their coughs. She encourages them to wipe their own noses and dispose of their tissues. The childminder supports children to develop relationships with each other. She helps children to listen to, and help, each other. Children play well together. The childminder models manners. Children spontaneously say 'please' and 'thank you'. They treat each other respectfully. The childminder is patient and consistent when managing children's behaviour. She is firm when needed. Children listen and respond positively to her requests.

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need to do better?

n The childminder has created a clean, safe and inviting environment in her home. She works in partnership with parents to provide healthy snacks and drinks. The childminder keeps children safe when they are eating and sleeping. She carries out thorough risk assessments. These help her keep children safe both in the setting and when out in the community. The childminder ensures that there is enough space for children who are learning to crawl and walk to move safely. She teaches children about the risks of running indoors. n Children's physical development is well supported. The childminder provides a range of opportunities for children to develop their physical skills. They ride bikes in the garden and visit parks. Inside, the childminder offers children opportunities to develop their fine motor skills. They use keys to unlock padlocks, build towers and use manipulative toys. The childminder shares

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need to do better?

information with parents so they can support their children's physical development at home. n There is good support for children's language skills. The childminder speaks clearly. She introduces and repeats new words, such as 'dinosaur'. Children enjoy sharing stories and songs with the childminder. The childminder teaches them new songs with actions. Children spontaneously sing when they play. The childminder identifies when children have difficulties with their speech development. She implements strategies to develop children's speech, such as

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need to do better?

5 December 2024 using songs and making animal noises. n The childminder gives children choices. Children independently access and explore a range of toys and resources. For example, they play imaginatively with dolls. The childminder teaches children how to put nappies on baby dolls. She helps them remember what they have learned so they can complete the activity independently. The childminder reinforces children's knowledge of colours. She embeds mathematical learning in children's play. The childminder counts bricks as children build towers. She helps children look closely at shapes on different toys. n Parents are very happy with the care the childminder provides. They comment on her 'reliability, kindness and professionalism'. The childminder undertakes detailed assessments of children's development. She shares these with parents. This helps parents provide support to their children at home. Parents appreciate

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need to do better?

the regular communication they receive about their children's progress. The childminder works closely with local schools and nurseries. This helps children with the transition to the next stage in their education. n The childminder meets up with other childminders locally. They visit places of interest, parks and music groups. This helps children to develop their social skills and their knowledge of their community. The childminder attends mandatory training to update her knowledge. She occasionally accesses other training opportunities. However, the childminder has not developed a systematic plan for her own professional development. This means that her teaching skills are not being updated or further developed.

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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 a systematic approach to professional development to further enhance teaching skills.

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Setting details

Unique reference number EY543399 Local authority Cambridgeshire Inspection number 10367958 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 6 Date of previous inspection 4 March 2019

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Information about this early years setting

The childminder registered in 2017 and lives in Soham, Cambridgeshire. She operates from 8am to 6pm, Monday to Friday, all year round, except bank holidays and family holidays. The childminder provides funded early years education for all eligible children.

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Inspection activities

n The childminder showed the inspector the premises and discussed how she ensures that they are safe and suitable. n The childminder spoke to the inspector about the children's learning and development, with a particular focus on communication and language. n The children spoke with the inspector during the inspection. n The inspector observed the interactions between the childminder and the children. n The childminder and the inspector discussed how the curriculum has been implemented and the impact that this has had on the children's learning. n Parents shared their 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

5 December 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

5 December 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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