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

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The provision is good

The childminder and her assistant provide a calm and welcoming environment for children. They talk to children with a soft approach, who listen carefully to their instructions. For example, when children are excited to meet new visitors at the setting, the childminder talks calmly, reminding them of the rules in place. Children calm immediately and she focuses their attention on an activity. Following this, children calmly and confidently talk to visitors, introducing themselves and sharing their experiences. The clear boundaries in place help children to understand what is expected of them and makes learning a beneficial and positive experience.

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The provision is good

The childminder plans a well-sequenced curriculum that builds on children's growing independence. Children gain new skills and develop high levels of self- esteem and confidence that helps them to achieve a strong foundation for future learning. Children demonstrate excellent independence skills as they get themselves dressed to go outdoors in the cold weather. Furthermore, young children confidently feed themselves, and older children carry out personal hygiene routines by themselves. Children are proud to show off the skills they can do themselves, and they demonstrate high levels of confidence. This supports them throughout their early education.

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need to do better?

n The childminder has an excellent settling-in policy, where she gathers ample information from parents to fully support children's transition into the setting. Furthermore, the childminder provides multiple sessions at the setting for children to attend prior to starting. This helps children to feel safe, familiar and settled in their new environment. Children who have attended only a couple of days at the setting, demonstrate their trust and security in the childminder's care and are happy to explore their new environment. n The childminder ensures that children learn about democracy as they vote where they would like to play with the ice. The majority vote to play with the ice outdoors and the children join together to explore this activity. Children demonstrate their excellent manners and kind interactions very well, showing how they respect and understand the feelings of others around them. n The childminder encourages children to explore numbers and shapes throughout

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need to do better?

their play. When playing with the ice, children find different shapes as they break the large pieces with a hammer. They count the pieces of ice they have broken, confidently demonstrating their good mathematical skills. n The childminder provides resources that support children's independence and creativity. For example, children line up a range of wooden planks, cable reels and balance boards to create an obstacle course. They carefully balance and navigate their way along. However, the childminder does not make consistent

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need to do better?

14 January 2025 use of opportunities to ask children questions to develop their thinking or problem-solving skills. n The childminder is passionate about including all faiths and religions in her setting. She prioritises celebrations that are relevant to the children attending. This helps them to feel a sense of belonging and acceptance. The childminder also introduces other cultural festivals to teach children even more. Furthermore, the childminder provides outings in the local community where children meet new people. She talks to children about religious clothing and buildings, and children begin to understand more about the world around them. n The childminder has developed a good level of communication with other early years settings that children attend. However, she has not yet shared information regarding children's learning and progress to fully support children's continued development across settings.

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need to do better?

n The childminder has excellent partnerships with parents and shares ample information each day about children's care and daily routines. Photos are shared with parents, and they comment on the reassurance this gives them when leaving their child at the setting. Additionally, the childminder shares children's learning and progress with parents regularly. This helps parents to understand their child's development. She also shares ideas and suggestions for continuing learning at home and shares resources from the setting to support this further.

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 enhance questioning techniques and develop more opportunities for children to solve problems, to support their thinking skills further n strengthen partnerships with other early years settings that children attend, to provide consistency in children's learning.

p.3

Setting details

Unique reference number EY356978 Local authority Peterborough Inspection number 10367984 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 11 Date of previous inspection 5 March 2019

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Information about this early years setting

The childminder registered in 2007 and lives in Peterborough. She operates her childminding provision from 7.30am to 6pm, Monday, Wednesday, Thursday, Friday, and from 6.30am to 8pm on Tuesday, all year round, except bank holidays and family holidays. She works with an assistant for part of each week. The childminder provides funded early years education for two-, three- and four-year-old children.

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Inspection activities

n The childminder joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want the children to learn. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector observed the interactions between the childminder, assistant and children. n The childminder shared relevant information and documentation with the inspector. n Parents shared their views of the setting with the inspector.

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Inspection activities

14 January 2025 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

14 January 2025 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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