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

Children and families are welcomed into the setting each morning and the childminder receives an in-depth hand over from parents. This helps her to provide a nurturing environment for children and meet their individual needs. Children are happy and excited to see their friends and are eager to begin their play. The childminder plans activities that provide children with opportunities to extend and strengthen their skills. For example, children enjoy using stickers and pens to make pictures and practice their fine motor skills and hand-eye coordination.

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The provision is good

Children demonstrate their independence as they wash their hands independently and feed themselves at lunchtime. The childminder encourages older children to access their own lunchboxes. They open boxes and packets themselves and are confident to ask for help if they need it. This helps children to become school ready.

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The provision is good

Children generally behave well. They are kind to their peers and the childminder provides a range of outings to local play groups, the library and parks. Children benefit from meeting new people, making friends and becoming confident in new environments. They practice important social interactions, communication skills and build friendships with larger groups of peers.

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need to do better?

n The childminder provides opportunities for children to sing and talk throughout their play and learning. Children sing while they wash their hands and join in group activities to sing nursery rhymes. Ongoing conversations help children to practise important language skills, and the childminder introduces new vocabulary as children sing together. Children demonstrate their excellent communication skills and language throughout their play. n Children generally behave well, and the childminder reminds them of behaviour boundaries throughout their play. Nevertheless, when children display unwanted behaviours, the childminder does not explain why she is asking them not to do something or the impact of their actions on others. As a result, children do not gain a deeper understanding of how to keep themselves and others safe. n The childminder has a good understanding of children's learning and development. She differentiates activities very well to support children's

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need to do better?

progress. For example, the childminder encourages most-able children to name colours and shapes, extending their knowledge. She uses questions to encourage children's thinking skills. n The childminder knows children well and talks in-depth about their progress and development. She works closely with parents and other professionals to provide high quality care and education for children with special educational needs

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need to do better?

29 January 2025 and/or disabilities (SEND). For example, she targets children's next steps in learning consistently alongside other professionals to help children make good progress. n The childminder has good relationships with parents and shares regular information. She talks to parents about how they can support children's learning and provide consistency in their approach, both at the setting and at home. This helps children to make good progress and learn new skills quickly. n Children enjoy a range of arts and crafts at the setting. Recently they have made lanterns to celebrate Chinese New Year. However, the childminder does not use these opportunities to help children gain an understanding about diversity and learn about the similarities and differences between people. n The childminder has attended a range of training opportunities that are specific to the needs of children who attend the setting. She discusses the benefits of

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need to do better?

this training and how this has helped her to raise the standard of the care she provides for children. She has further plans to extend her own skills in the near future with further training. n The childminder carries out risk assessments for her home to ensure she provides a safe environment for children. She assesses risks on outings and puts in place precautions, such as using reins when children are walking near the road, to minimise the risks identified. This provides a safe environment for children.

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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 strengthen behaviour management strategies further to support children's understanding of why behaviour boundaries are in place n teach children more about the similarities and differences between people to help them value diversity and culture.

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Setting details

Unique reference number EY386278 Local authority Peterborough Inspection number 10368564 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 8 Date of previous inspection 26 March 2019

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Information about this early years setting

The childminder registered in 2008. She operates all year round from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for all eligible 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 their children to learn. n The childminder spoke to the inspector about how they support children with SEND. n Parents shared their views of the setting with the inspector. n The inspector observed the interactions between the childminder and children. n The inspector carried out a joint observation of a group activity with the childminder.

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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

29 January 2025 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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