Childminder EY331384

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Outstanding

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The provision is good

The childminder provides an exciting outdoor environment for children to explore. Children use their leg muscles to push themselves along on ride-on toys and scooters and they confidently manoeuvre themselves around the play space. The childminder safely supervises children as they climb steps on small climbing apparatus and slide back down again. Children enjoy painting on large sheets of paper that have been placed along the fence. They show interest as the childminder encourages them to look at the clouds in the sky to see if they can paint them. Children readily dip their chunky brushes in white paint, using their arm muscles to create up and down brush strokes on the paper. This supports children's growing physical development.

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The provision is good

The childminder is aware that children are in the early stages of learning to share, take turns and use their manners. When children occasionally struggle to manage their behaviours, the childminder swiftly intervenes and reminds children of how to play nicely with others. For example, when children begin to squabble over the same resource, the childminder ensures she is at the children's level, gently explaining how they can take turns. As a result, children quickly return to their play and wait for their turn.

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need to do better?

n The childminder is well qualified and values her continuing professional development. She has regular meetings to plan and evaluate activities. The childminder undertakes regular training to ensure practice and knowledge remains current. n Parents are positive about the care their children receive. The childminder provides regular updates to help parents stay fully informed regarding their child's progress. Parents state the childminder is warm, welcoming and sensitive to their children's needs. They say their children have grown in confidence. n The childminder understands the importance of promoting children's good health. She provides children with healthy nutritious snacks and meals, plus access to fresh drinking water. Children are supported to complete simple self- care tasks, such as washing their hands before meals and to put their hand in front of their mouth when they cough. This helps children to develop good

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need to do better?

hygiene practices. n In general, the childminder supports children's growing communication and language skills well. For example, the childminder talks to children about what they are doing during play and asks children simple questions. That said, while the childminder does recognise that some children require additional support to develop their language and communication skills, this is not consistently provided. As a result, not all children make the progress they are capable of in

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need to do better?

10 September 2025 this area of learning. n The childminder embeds early mathematical concepts in children's play, such as colour and shape. For example, children make a bus from a large cardboard box. They are supported to identify the colours and shapes of paper they are sticking on the bus. Children learn that the green sign means 'go' and the red sign means 'stop'. When children struggle to peel stickers from a sheet to further decorate the bus, they are motivated to keep trying. Children beam with pride as they achieve their goal. n Overall, the childminder supports children's early independence skills well. Children are encouraged to get their own drinking water from the water dispenser, they are given choices at mealtimes, and they are supported to use cutlery correctly. However, the childminder is sometimes overly directive about what children should do next. For example, she does not always enable all

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need to do better?

children to make their own choices during play or to try and do things for themselves. This does not support children's independent thinking or enable them to achieve the best possible learning outcomes. n The childminder understands the importance of widening children's experiences of the world around them. For example, children enjoy regular outings in the local community to visit the library and nearby parks. The childminder explains how she uses these visits to support children to learn about road safety.

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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 plan more effectively to support children's developing language and communication skills to enable them to make the best possible progress n increase opportunities for children's independent exploration so they develop their ability to make their own choices in their play and try things for themselves.

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Setting details

Unique reference number EY331384 Local authority Cambridgeshire Inspection number 10407980 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 22 January 2020

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Information about this early years setting

The childminder lives in Cambridge. She registered in 2005. The childminder provides childcare each weekday from 8am until 5.30pm all year round, except for bank holidays, one week at Christmas, one week at Easter and the month of August. The childminder holds an appropriate early years qualification at level 3. She works with an assistant. The childminder provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure they are safe and suitable. n The childminder spoke to the inspector about their intentions for children's learning. n Children spoke to the inspector during the inspection. n The inspector spoke with the childminder about the leadership and management of the setting. 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 the interactions between the childminder, the childminder's assistant and children. n The childminder and inspector discussed how the curriculum is implemented and the impact that this has on children's learning. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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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

10 September 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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