Cartwright, Melanie Dianne

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

The childminder places children's interests at the core of her approach. She creates a loving, nurturing atmosphere where they feel safe and secure. When children first start at the setting, they quickly form strong, trusting bonds with the childminder. She swiftly responds to children's emotional needs and offers reassuring cuddles when needed. The childminder implements a well-rounded and inspiring curriculum that supports children's development and helps them build a broad range of skills across all areas of learning. As a result, all children make good progress.

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The provision is good

Children confidently make independent choices from a wide range of engaging toys and activities that reflect their interests. As they navigate balance bikes around obstacles in the garden, they develop physical coordination and learn important social skills such as turn-taking. Young children demonstrate curiosity during water play, which promotes their concentration, critical-thinking, and understanding of cause and effect. The childminder's well-timed and effective support enables children to become independent, inquisitive individuals who approach new experiences with enthusiasm and a positive attitude towards learning.

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The provision is good

Children behave well, demonstrating kindness, consideration, and a genuine care for one another. The childminder sets clear and consistent expectations, providing calm and nurturing guidance that helps children understand the importance of respectful relationships. She routinely recognises and praises positive behaviour, which effectively reinforces their developing sense of empathy and care for others. As a result, children confidently support their peers, offering comfort and assistance when needed, contributing to a calm, inclusive, and respectful learning environment where all children feel valued.

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need to do better?

n The childminder is a highly effective role model. She provides a language-rich environment where children are consistently encouraged to listen attentively, express their ideas, and develop their vocabulary. Older children build their language and thinking skills through meaningful conversations with the childminder. She introduces new vocabulary, such as 'goblet', leading to discussions about its historical use. The childminder is highly responsive, sensitively acknowledging baby's babbles, mirroring their sounds. This helps children learn how to take turns when talking and builds on their early conversational skills. n The childminder works in close partnership with a broad network of other childminders. Through regular attendance at childminding groups and park outings, children benefit from social experiences and develop an understanding of similarities and differences between themselves and others. These

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need to do better?

17 July 2025 professional relationships also enable the childminder to stay up to date with changes in legislation and supports her ongoing development. Although the childminder undertakes some additional training, her professional development does not focus on enhancing the quality of teaching and learning to an even higher level. n The childminder follows children's interests with intent and builds on their development through successful challenges. Children enthusiastically explore mathematical concepts using large dice. Older children are encouraged to count the spots and then complete physical activities linked to the number of spots counted. Younger children build on their early counting skills through repetition as they practise counting in order. Babies smile as they help to push the dice, developing their coordination and physical strength. n The childminder understands the importance of effective assessment and plans

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need to do better?

appropriate next steps in children's learning. For children who attend other early years settings, the childminder has not yet established effective partnerships to share information about their progress. Children do not fully benefit from a consistent and collaborative approach to their care and learning. n The curriculum strongly supports children's independence and self-care from a young age. The childminder gives children opportunities to practise and master these skills. For example, younger children are taught how to use the garden steps and do so with increasing confidence. Older children attend to their own toileting needs and help their younger peers when washing hands before mealtimes. Opportunities such as these, support children in developing the essential skills they need for the next stage in their learning. n Partnerships with parents are strong. Parents speak highly of the childminder,

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need to do better?

commenting that she is patient, dedicated, and has a 'genuine love for what she does'. They value the balanced range of indoor and outdoor activities, including weekly trips to music and playgroups. Ongoing communication keeps parents informed and involved in their child's progress.

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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 enhance the programme for professional development to raise the quality of teaching and learning to an even higher level n develop partnerships with other settings that children attend to promote continuity in children's learning and development.

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Setting details

Unique reference number 222865 Local authority Cambridgeshire Inspection number 10398179 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 8 October 2019

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Information about this early years setting

The childminder registered in 1998 and lives in Longstanton, Cambridgeshire. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder offers government-funded places for all eligible children. She holds a childcare qualification at level 3.

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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 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 through written feedback.

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Inspection activities

17 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.

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Inspection activities

17 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.

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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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