Childminder in Peterborough

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

p.1

The provision is good

The childminder offers a warm and nurturing environment, which supports children to feel safe and secure. She responds to children consistently with care and attention. As a result, children are confident to approach the childminder with their questions or when they need comforting. Children's interests are used to develop the curriculum and plan the environment, which promotes children's engagement in their learning experiences.

p.2

The provision is good

Children are supported to develop their social and emotional skills. The childminder gently guides children to resolve minor differences, such as reminding them about taking turns. Children's positive behaviour is acknowledged with lots of praise. The childminder encourages children's interactions, suggesting games such as rolling the ball to each other. This helps children to build positive relationships with their peers.

p.2

The provision is good

The childminder role models speech and language well for children to learn from. She uses ambitious vocabulary to extend children's knowledge. For example, when the children's blocks fall over, she asks, 'Could it have been a tornado?' She then uses children's familiar language to help them to understand the concept, and explains, 'It's wind blowing in circles.' Children are provided with opportunities to explore their local community, for instance by going to the library. The childminder also takes them on outings to green spaces and local parks, where children can continue to develop their physical skills.

p.2

need to do better?

n The childminder designs the curriculum using children's interests. For example, she has enhanced the role-play area in response to children's enthusiasm for pretend play. This helps children to sustain high levels of engagement in their learning. n The childminder uses observations to assess children's development. She carefully tracks their progress and uses this information to ensure that she knows what children can do and what they need to learn. The childminder demonstrates a good understanding of how children learn. For example, she gives children lots of opportunities to develop large motor skills to support their later mark making. To support this, the childminder takes children on regular outings to groups and local parks where they have access to equipment that supports their large motor development. n On most occasions, the childminder plans well-constructed activities to support children's learning. However, at times, activities are not always adjusted to

p.2

need to do better?

ensure all children consistently receive the same high-quality learning experiences. For example, resources provided do not always meet the needs of

p.2

need to do better?

29 November 2024 the children's differing stages of development. The impact is that, at times, not all children can participate as meaningfully or fully as others. n Children's physical well-being and development are of high importance to the childminder. She supports children to begin to understand the needs of their physical health, such as handwashing before snack. The childminder offers children lots of verbal instructions about how to wash hands effectively, helping children to develop independence. She also talks to children about why they need to wash their hands before eating. For example, she discusses with children that germs on their hands can get into their tummies. The childminder talks to children about how foods can help their healthy growth. For example, she explains that cheese contains calcium to help build strong bones. This supports children to begin to develop an understanding about how to keep

p.2

need to do better?

themselves healthy. n The childminder works well with parents. She sends daily updates about children's activities and care routines. As a result, parents feel well informed and communicated with. Parents comment on their appreciation of the time the childminder takes to get to know and understand their children. Along with her knowledge of how children develop, this enables the childminder to recognise quickly where children may need extra support. Parents share that their children are 'genuinely happy' to attend the setting. n The childminder demonstrates good, reflective practice. She uses observations of children's play and engagement to develop the environment and routines. The childminder actively seeks opportunities to continue her own professional development. This includes accessing local networking groups and sourcing training opportunities. She combines this with reading and research to continue

p.3

need to do better?

to grow her knowledge. This ensures that practice is kept up to date, which has a positive impact on children's progress.

p.3

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 the planning of activities and experiences even further to ensure that all children have access to learning opportunities more specific to their stage of development.

p.3

Setting details

Unique reference number EY357323 Local authority Peterborough Inspection number 10363789 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 12 Date of previous inspection 9 January 2019

p.4

Information about this early years setting

The childminder registered in 2007 and lives in Peterborough. She operates all year round from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. She provides funded early education for two-, three- and four-year-old children.

p.4

Inspection activities

n The childminder showed the inspector the premises and discussed how they 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 their early years curriculum. n The inspector observed the interactions between the childminder and children. 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. n The childminder and inspector discussed observations of activities with the childminder.

p.4

Inspection activities

29 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.

p.4

Inspection activities

29 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6