Childminder in Cambridgeshire

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

The childminder offers a welcoming, relaxed and home-from-home environment. Children are happy and content. They settle quickly and eagerly participate in the wide range of play opportunities the childminder provides. Children build strong bonds with the childminder, who responds caringly to their needs. Children demonstrate they feel safe in her care as they seek her out for reassuring cuddles when they start to feel tired. Children are confident. They welcome visitors and confidently introduce themselves.

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The provision is good

Children learn to be independent in their self-care. When they arrive at the childminder's home, they find their peg and hang up their belongings. The childminder teaches children how to put on their coats and shoes for outdoor play. Children learn to wash their hands before eating and how to use cutlery safely as they cut and slice fruit for snack. The childminder encourages children to use good manners, such as saying 'please' and 'thank you', when making requests. She is a good role model. The childminder uses books to introduce children to different feelings and emotions.

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The provision is good

Children have positive attitudes to learning. They welcome the childminder's interactions in their play. For example, when they create a doctors' role play with the dolls, the childminder joins in the play. The childminder tailors the curriculum to meet the interests of individual children. This helps to maintain children's engagement in her planned activities and make good progress in their learning.

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need to do better?

n The childminder confidently explains the learning and development she wants children to achieve while in her care to prepare them for their future learning. She provides resources and plans experiences that support her curriculum. For example, children take part in song and rhyme time activities to support their listening and attention skills. n Children have a good range of learning experiences to develop their understanding of the world around them. For example, the childminder takes children out regularly to explore the local environment. They observe changes to the natural world through the seasons as they engage in nature walks. The childminder takes the children to visit a local farm to learn how to care for animals and to see first-hand the changes as they grow. n The childminder promotes children's language development well. She comments on children's play and introduces new words as they explore. For instance, she

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need to do better?

labels the features of birds, such as 'beak' and 'wings', as they create birds from dough. However, there are times when the childminder does not always repeat back what children have said so that they hear clear models of speech. This

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need to do better?

17 February 2025 means that, on occasion, children do not have the opportunity to hear language clearly repeated to help their developing speech skills. n Children's behaviour is good. For example, they help the childminder tidy the toys following group activities and pick up items for younger children when they drop them on the floor. The childminder generally addresses any negative behaviour. However, she sometimes misses opportunities to explain to children why some behaviours are not acceptable to help them fully understand her behavioural expectations. n Children learn to persist and develop resilience. The childminder consistently encourages children to try to achieve tasks for themselves. For example, when children struggle to connect magnets during a fishing game, the childminder gives praise and encouragement. This helps children to persevere and achieve tasks for themselves. n The childminder's partnerships with parents are good. They comment on the

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need to do better?

wide range of activities the childminder provides and how their children thoroughly enjoy attending her setting. The childminder regularly communicates with parents about children's achievements and areas to support their continual development. This helps to ensure that children have a consistent approach in their learning. n The childminder is reflective. She evaluates her practice and continues to develop her provision to enhance the learning opportunities for children. For example, she has recently added a bug house to her garden to extend children's opportunity to observe minibeasts. The childminder plans to access additional professional development opportunities to further build on her already good practice.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n model the pronunciation of words to support children's language skills even further n help children understand expectations and to recognise that their behaviour has an impact on themselves and others.

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Setting details

Unique reference number 2695867 Local authority Cambridgeshire Inspection number 10368675 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 8 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2022 and lives in Isleham near Ely, Cambridgeshire. She operates all year round, from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides government funded childcare 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 her curriculum and what she wants the children to learn. n The inspector observed the quality of education being provided and assessed the impact that this has on the children's learning. n The inspector observed the interactions between the childminder and the children. n The inspector carried out a joint observation with the childminder. n The childminder showed the inspector relevant documentation.

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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

17 February 2025 17 February 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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