Childminder EY389331

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 provides a nurturing, home-from-home environment. Children are greeted warmly when they arrive, which helps them to feel safe and secure. When they first start at the setting, the childminder gathers details about their preferences and development. This information, along with her own observations and assessments of children's learning, is used to plan activities that spark interest and build on existing skills. Children show enthusiasm for learning. For example, they eagerly share facts about alligators and crocodiles, confidently explaining how to tell them apart. They engage well in a broad range of activities and show a positive attitude towards learning.

p.2

The provision is good

Children form strong attachments with the childminder and her assistants. They seek them out for comfort and support, and their needs are promptly met. Story times are interactive and nurturing, with the childminder pausing to allow children to contribute and discuss what they can see in the books. This supports children's language development, listening skills and fosters a love of reading.

p.2

The provision is good

The childminder and her assistants model positive behaviour, which children imitate. They promote good manners, sharing and cooperation through both routines and structured activities. Children learn to take turns and engage well with peers. During creative tasks, they wait patiently for resources. In the role-play area, they serve pretend meals to their friends. Children behave well, show respect for others and are developing essential social and emotional skills that will support their future learning and development.

p.2

need to do better?

n The childminder demonstrates a strong understanding of child development. She implements a broad and well-sequenced curriculum that builds on what children already know and can do. Children access a wide range of experiences, such as watching eggs hatch and collecting eggs from the coop to use in their baking. Children make good progress from their starting points. n The childminder and her assistants support children in celebrating their uniqueness through activities linked to their families and cultures. They create family books with photographs, as well as books showing past experiences and activities. Children delight in recognising themselves and their friends. This supports children's recall, embeds learning and encourages a strong sense of identity. n The childminder actively promotes healthy lifestyles. She ensures that children spend time outdoors each day for fresh air and exercise. Children wash their

p.2

need to do better?

own hands at snack time and practise pouring water from a jug. However, the childminder and her assistants do not always model good hygiene routines or

p.2

need to do better?

10 July 2025 give reasons as to why these are important. This does not consistently promote children's good health and potentially increases the spread of germs. n The environment is rich in language. Children regularly hear new vocabulary in meaningful contexts. While exploring pipettes and coloured water, children are taught the word 'absorb'. They become excited as they explore how the coloured water from their pipettes is absorbed into the pads. During role play, children are introduced to words, such as 'spicy' and 'hot,' as they explore the toy food. These purposeful interactions help to extend children's vocabulary and build on their communication skills. n Activities and experiences are well planned to support children's individual next steps in learning. Children develop their understanding of the world around them through trips to the local woods and the farm. In the setting, they practise their

p.2

need to do better?

fine motor skills as they use water sprayers to explore colour mixing. Most children remain engaged in activities for long periods of time. However, occasionally, the childminder does not fully consider the learning needs of all children. At such times, opportunities to further extend younger children's knowledge and skills are missed. n Partnerships with parents are good. Parents appreciate the regular communication regarding their child's development and state that each child's 'unique personality is celebrated and nurtured'. There is a strong two-way flow of information, which helps to inform the childminder's curriculum. However, although the childminder has built some partnerships with other settings children attend, she does not routinely share regular information about children's learning and development. This means that children do not benefit fully from a shared approach to their learning. n The childminder and her assistants complete all mandatory training, including

p.3

need to do better?

paediatric first aid. The childminder actively engages in ongoing professional development, which has a positive impact on outcomes for children. The childminder has a clear vision for the setting and works hard to ensure that she, and her assistants, keep abreast of any changes to early years legislation or guidance.

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 embed hygiene routines more consistently to promote good hygiene practice to children and support their full understanding of why it is important

p.3

should:

10 July 2025 n ensure that all children's individual learning needs and interests are planned for, particularly during planned activities, to extend their learning further n build on partnerships with other settings that children attend to support continuity in children's learning and development.

p.3

Setting details

Unique reference number EY389331 Local authority Cambridgeshire Inspection number 10409047 Type of provision Childminder

p.5

Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

p.5

inspection

Total number of places 8 Number of children on roll 20 Date of previous inspection 26 November 2019

p.5

Information about this early years setting

The childminder registered in 2009 and lives in Hardwick, Cambridgeshire. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a level 3 qualification in childcare and works with two assistants. She provides government funded early education for eligible children.

p.5

Inspection activities

n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n The inspector observed how the childminder and her assistants interacted with children and spoke with the children present. n The inspector and childminder completed a joint observation of an activity to assess the quality of teaching. n The childminder provided the inspector with a sample of key documentation on request. n The inspector took account of the views of parents.

p.5

Inspection activities

10 July 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.

p.5

Inspection activities

10 July 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.

p.6

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.7

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7