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 Good

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The provision is good

Children are happy and settled in the childminder's care. They demonstrate that they feel safe and secure as they confidently explore their learning environment and interact positively with the childminder and their friends. The childminder is a good role model. She provides children with praise and encouragement, which supports their self-esteem and confidence. For example, as young children are beginning to learn to walk, she helps them to strengthen their legs muscles by holding their hands as they walk to different areas of the setting. The childminder has high expectations of children and gives gentle reminders to guide their behaviour. Subsequently, children's behaviour is good.

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The provision is good

The childminder is responsive to children's individual needs and adapts her practice to ensure that all children, including those with special educational needs and/or disabilities (SEND), are able to make the best possible progress in their learning. For example, some children use large trowels as they scoop the soil into plant pots, while other children are provided with smaller and more manageable sized equipment. This helps to promote their physical development and coordination and enables children to feel a sense of achievement. The childminder knows the children very well and plans appropriate activities to support their development. As children explore a range of musical instruments, the childminder narrates their actions and introduces words such as 'xylophone', 'shake' and 'loud'. She encourages children to practise blowing into a recorder to produce a sound. Opportunities such as these build on children's growing vocabulary and encourage

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need to do better?

n The childminder has a strong ethos for her provision. She implements a broad curriculum with a focus on developing children's personal, social and emotional skills. She aims for children to be confident, independent individuals who have a strong sense of their own uniqueness. n The childminder completes regular assessments of children's learning, including mandatory progress checks for children aged between two and three years. She uses her observations of children to identify what they already know and can do and what they need to learn next. The childminder works closely with parents to share information about children's development and give ideas about how they can support children's learning at home. Children make the best possible progress in their learning. n Language development is embedded in daily activities. The childminder narrates children's play and introduces new vocabulary as they explore and investigate.

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need to do better?

When children find communication difficult, she uses basic sign language and other strategies to help them share their thoughts. As children babble and

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need to do better?

1 April 2025 explore with different sounds, the childminder responds effectively to support their understanding of back-and-forth interactions. However, the childminder does not consider how background noise, such as the radio, can have an impact on children's communication and listening skills. n Children benefit from going out into the community. For example, during walks to the local school, children learn about road safety and discuss things they see in nature. The childminder networks with other childminders to give children opportunities to socialise with other children and adults. These experiences help children to develop their social skills and build on their understanding of the world around them. n The childminder creates an inclusive environment, and children learn to respect individuality. As children play, the childminder teaches them to share and take turns. This behaviour is then replicated as children explore resources

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need to do better?

independently. The childminder models how to be kind and tolerant, and, subsequently, children show care for others. As a result of these interactions, children are developing the skills needed in preparation for future learning. n The childminder keeps up to date with mandatory training, such as safeguarding and paediatric first aid. She identifies areas of her own professional development, which she would like to build on further. For example, she would like to complete training to develop her knowledge of SEND. However, she has not yet implemented plans for professional development to strengthen and enhance her practice further. n Partnerships with parents are effective. The childminder regularly communicates with parents about their children's learning, including completing a 'wow moment' book, which parents are encouraged to add to. Parents state that their children have 'flourished' in the care of the childminder and truly value how she

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need to do better?

adapts her provision, in order to support all children's individual personalities and needs.

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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 consider all aspects of the environment when planning how to best support children's communication and language development n build on professional development plans and identify further training that is aimed at driving the quality of teaching even higher.

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Setting details

Unique reference number EY469515 Local authority Cambridgeshire Inspection number 10380406 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 10 Date of previous inspection 7 June 2019

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Information about this early years setting

The childminder registered in 2013 and lives in Chatteris, Cambridgeshire. She operates from 7am to 6pm, during term-time only, Monday to Friday.

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Inspection activities

n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for the early years foundation stage curriculum. 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 how the childminder interacted with children and spoke with the children present. n The childminder and the inspector discussed and evaluated children's learning experiences during activities. n The childminder provided the inspector with a sample of key documentation on request. n The inspector took account of parents' views from written feedback provided.

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Inspection activities

1 April 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

1 April 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

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