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 Met

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The provision is good

Children are happy and settled in the childminder's care. They choose resources and activities that interest them. This contributes to the long periods of concentration children maintain. For example, children play with a train track. They work out how to add more track and watch what happens when they roll trains over a bridge. Very young children practise the sounds and words they hear associated with trains, helping them consolidate their understanding. In the garden, children are delighted to join a game with the childminder. They ride wheeled vehicles and giggle when the childminder gives them instructions to stop and go. This helps to support children's listening skills in addition to promoting their physical development.

p.2

The provision is good

Children behave well. They respond positively to the childminder's gentle reminders and explanations to help them cooperate when sharing and taking turns. This helps children build the foundations for self-regulation as they grow. Through an engaging curriculum based on children's preferences and choices, the childminder helps children foster enthusiasm for learning. For example, children take books about diggers to the childminder. They snuggle on her lap, studying the illustrations. The childminder introduces new words to their vocabularies, helping to strengthen their emerging language skills.

p.2

need to do better?

n The childminder makes very good use of the local environment, amenities and organised groups. She identifies how each trip or outing supports children's individual next steps in learning in a memorable way. For example, when children express an interest in animals, the childminder takes them on a train to visit the zoo. Not only do children see and find out new facts about the animals, they also experience different modes of transport, strengthening their experiences even more. This helps to promote further learning, contributing to children's good progress. n Partnerships with parents are good. The childminder gathers information to help identify what children already know and can do, along with key information about children's health and daily routines. This contributes to the consistent care provided by the childminder. In turn, this helps children quickly feel settled and secure so that they are ready to learn.

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need to do better?

n The nurturing childminder welcomes children to her setting, valuing them like a member of her family. She praises children when they try hard to complete a task and comforts them when they are upset. The childminder spends time with parents to help support them with different aspects of childcare, such as diet. This helps to support children's well-being. n From a very young age, children are encouraged to learn to wash their hands

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need to do better?

20 May 2025 before they eat. As they grow, they master even more skills to help them become independent. This contributes to children's preparation for the next stage in their learning, either at nursery or school. n The childminder is motivated to continue to develop her professional knowledge and skills. For example, she networks with other local childminders and attends relevant training courses. Regular updates from professional bodies and the local authority contribute to the childminder's knowledge of current requirements and procedures, helping to ensure children are well supported and kept safe. n The childminder has a good understanding about the sequence of learning children experience and need. She does not rush children and gives them time to play and explore on their own, with other children and through her direction during their activities. There are times, however, when the childminder does not

p.2

need to do better?

add spontaneous mathematical language or concepts to daily routines or children's play. As a result, children do not consistently hear words and phrases they will need to understand in their later learning.

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 introduce more words, phrases and concepts that relate to mathematics during everyday routines, activities and play.

p.3

Setting details

Unique reference number EY450370 Local authority Cambridgeshire Inspection number 10388640 Type of provision Childminder

p.4

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 1 Date of previous inspection 22 July 2019

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Information about this early years setting

The childminder registered in 2012 and lives in Ely, Cambridgeshire. She operates on Mondays and Tuesdays during term time only, between 8am and 5pm. The childminder holds an appropriate childcare qualification at level 3.

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Inspection activities

n The inspector observed activities in the childminder's home and garden. She spoke to the childminder and children at appropriate times throughout the inspection. n The childminder described her curriculum and how it supports children's learning. n The inspector and childminder discussed the quality of teaching. n The inspector read letters sent in by parents for her to read. She took their views into consideration. n Documents, including certificates for continued professional development, were seen by the inspector.

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Inspection activities

20 May 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

20 May 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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