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 shares information with parents when children start at the setting. This helps her settle children into the setting smoothly. The childminder is calm, warm and friendly. She gets down to children's level to interact with them. She helps children choose what they would like to play with. Children enjoy playing with her. They talk to her about their ideas and learning. Children are relaxed, happy and confident. The childminder supports children to develop their independence. She teaches them strategies for putting on their own coats and wellington boots. Children wash their own hands before snack. The childminder is sensitive and reassuring when changing children's nappies and supporting them to use the toilet.

p.2

The provision is good

The childminder provides a flexible routine which she tailors to meet the needs of children. Children feel safe as they understand what is going to happen next. The childminder encourages children to understand each other's feelings. She helps them to share. The childminder teaches children manners. They use these without need reminding. Children are well behaved. The childminder gets to know children very well. She quickly identifies if they require further support. Children with special educational needs and/or disabilities (SEND) make good progress.

p.2

need to do better?

n The childminder keeps children safe in the setting and when out in the community. Children enjoy outings to feed the ducks. The childminder teaches children how they can keep themselves safe near ponds and roads. She continually assesses risk to ensure children are kept safe. She helps children spot numbers in the environment. They look at cranes and vehicles. Children enjoy throwing the food to the birds. They learn the names of different birds such as geese, mallards and swans. n Children develop their physical skills. The childminder takes them to visit parks and soft-play centres. The childminder gives children lots of space inside to practise their crawling and movement skills. Children develop their fine motor skills as they explore construction toys. Children tighten nuts and bolts and manipulate the resources. The childminder embeds mathematical language. She uses opportunities to count different items. Children enjoy using electronic toys

p.2

need to do better?

to learn about shapes and numbers. n The childminder supports children's communication and language development. She speaks clearly, making sure young children can see her face. She labels items and repeats words for children to copy. She offers children a wide range of books to read. Children bring in their favourite book to share with others. They enjoy participating in action songs and rhymes. However, the childminder does not always use the correct vocabulary. This means that sometimes children do not learn the correct words they need to develop their knowledge and

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need to do better?

29 January 2025 understanding. n Children focus well on their learning. The childminder gives children lots of time to explore their play. Younger children enjoy filling and emptying containers and stacking cups. The childminder keeps children engaged with their learning, making it fun and enjoyable. Occasionally, the childminder is too quick to give children the answer to problems they encounter. This can sometimes limit opportunities for children to explore their own ideas. n Parents are very happy with the care the childminder provides. They state that she 'is a vital part of their support network'. They comment on her gentle patient approach. They appreciate the regular updates they receive about their children's learning and development. The childminder shares information about children's individual needs with parents. She helps them access further support from other professionals when needed. n The childminder makes good use of the local community. She takes children to

p.2

need to do better?

local garden centres and libraries. They catch the bus into the city centre to participate in community events. This helps children develop their understanding of the world around them. The childminder attends different training to develop her knowledge and skills. She can reflect on her setting and identify areas for further improvement. She would like to continue developing her knowledge of supporting children with SEND.

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 use the correct vocabulary so that children learn the words they need to develop their knowledge and understanding n give children time to think of their own solutions to problems to help them improve their problem solving skills.

p.3

Setting details

Unique reference number EY541541 Local authority Peterborough Inspection number 10372267 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 9 Date of previous inspection 9 April 2019

p.4

Information about this early years setting

The childminder registered in 2016 and lives in Peterborough, Cambridgeshire. She operates all year round from 7.45am to 5pm, Monday to Friday, except for bank holidays and family holidays.

p.4

Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. 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 childminder spoke to the inspector about children's learning and development with a particular focus on communication and language. n Children spoke with the inspector during the inspection. n The inspector observed the interactions between the childminder and the children. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had 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

29 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

29 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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