Clay, Gemma

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 content in the relaxed and homely childminder's care. Children busily go about their day, choosing from a wide selection of activities. They eagerly join the childminder to feed the pet tortoise, chatting with interest about the importance of removing the old food before they add the new lettuce. Children play well together, sharing a story and putting the dolls to bed.

p.2

The provision is good

Children behave well. The childminder has set clear expectations that she applies consistently. This helps children to understand the rules and boundaries. Children tidy away their toys and follow the routine with enthusiasm. The childminder has a good awareness of individual children and their triggers, such as when children are tired and struggle to regulate their emotions. The childminder offers warm and responsive care that helps children to manage their emotions. When children want to take a break from their play and learning, they snuggle on the sofa for a rest. Consequently, children demonstrate a sense of safety and belonging.

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The provision is good

The curriculum is broad and ambitious for children. The childminder has designed a well-considered intent that supports all children to make progress from their starting points. Experiences are interesting and varied, such as trips to the local village and learning about remembrance Sunday.

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need to do better?

n The ambitious curriculum intent supports children's holistic development. It offers children the opportunity to develop their knowledge and skills across a wide range of learning experiences, building on their starting points and developing them further. n Learning experiences offer children a window into the wider world. The childminder connects children's interests and experiences to the curriculum intent to engage them in meaningful play and learning. They learn about snow and ice and how it melts when it gets warm. They develop their thinking and problem-solving skills as they reconstruct 'melting snowmen'. n Children demonstrate confidence in spoken language. They engage in detailed conversations with the childminder, building on their vocabulary and using their already comprehensive word bank. The childminder acts as an excellent role model, which supports younger children to develop conversational skills. Book

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need to do better?

choices help children recognise repetition and rhyme. Children handle books well and demonstrate their love of stories. n Children are developing independence. They manage their personal hygiene, such as washing their hands and faces. They put on their shoes and coats independently before going outside. At snack time, they set the table, pour their drinks and butter crackers. The childminder offers praise, which helps children to

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need to do better?

20 December 2024 develop a 'can-do' attitude. n The childminder provides opportunities to help children develop their mathematical skills. They confidently sort and match objects into bowls, and they understand the quantity of numerals. The childminder weaves mathematical language into children's play and learning, such as 'backwards' and 'forwards' when children move around in the wheeled toys. Children hear numbers in a range of stories and songs and count out their crackers at snack time. n Children develop an awareness about the wider community during regular outings. They learn about the role of the church and about a range of festivals, such as Diwali and Chinese New Year. However, the childminder is not fully aware of details about children's culture and heritage and the important celebrations and festivals they may engage in. Therefore, these are not always celebrated to support children in developing a positive sense of identity and

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need to do better?

understanding what makes them unique. n The childminder has implemented effective systems of communication that enable a free flow of information between the setting and home. Parents contribute to their children's learning and are kept up to date with their progress. Parents say they are happy with the progress that children make and the trust they have in the childminder. n The childminder uses training and professional development to further enhance or refresh her knowledge. This helps to drive continuous improvements in her provision. Effective self-evaluation helps the childminder to recognise when her teaching has been effective and the impact on children's learning and development. She uses her knowledge of children to pitch teaching at the right level. This ensures that the quality of teaching is effective in helping children to make 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 gather more information about children's culture and heritage, recognising and celebrating what makes each child unique, to further develop children's growing sense of identity and belonging.

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Setting details

Unique reference number EY539952 Local authority Cambridgeshire Inspection number 10368340 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 7 Date of previous inspection 15 March 2019

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Information about this early years setting

The childminder registered in 2016 and lives in Linton, Cambridgeshire. She operates all year round, from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a relevant qualification at level 3.

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Inspection activities

n The childminder spoke to the inspector about children's learning and development, with a particular focus on communication and language. n The inspector observed the quality of education being provided, both indoors and outside, and assessed the impact that this was having on 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

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 December 2024 20 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

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