Childminder EY346718

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. They confidently explore their surroundings. The childminder provides a warm and welcoming environment for children, ensuring they feel safe and secure in her care. She is playful in her interactions, offering numerous smiles and praise to children for their efforts. They smile and cheer in response to her encouragement. Children thoroughly enjoy their time with her. The childminder recognises the positive effect that building strong relationships and supporting children's emotional well-being has on their learning and development. She provides tailored settling-in sessions for children new to her provision, offering parents the opportunity to stay with their children while they become familiar with their new surroundings. The childminder collects information about babies' and young children's care routines. She ensures she replicates these to provide consistency in their care. New children settle extremely quickly and confidently

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The provision is good

follow the predictable routine she plans.

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The provision is good

Children behave well. They listen to the childminder and respond to her requests, such as putting toys away and getting ready to go outdoors. The childminder is a positive role model. She encourages wanted behaviours through praise and building children's understanding of positive social values, such as sharing and taking turns. The childminder speaks softly to children and is sensitive to their needs, responding well to their unspoken cues. For example, she recognises when young children show signs of tiredness, hunger or when they need a cuddle for reassurance.

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need to do better?

n The childminder has considered her curriculum well. She understands what she wants children to learn and how she will teach this. The childminder plans experiences based on children's interests, adapting activities and resources accordingly. She provides a learning environment to engage children and encourage them to explore. n Children develop important social skills. For example, the childminder takes children on daily walks in the community and encourages them to greet the residents they meet. She plans outings to the library and local toddler groups to help children learn to mix in larger groups. n The childminder promotes children's communication, language and literacy skills. She provides a good selection of books suitable for younger and older children and reads stories with enthusiasm to capture young children's attention. Children are confident communicators. The childminder uses effective strategies to

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need to do better?

support children's understanding of conversation. For instance, babies delight in babbling and making sounds, which the childminder repeats back, ensuring she is at their level and they can see her mouth moving. n The childminder teaches children to do things for themselves. Children become

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need to do better?

18 September 2025 increasingly independent in managing their own personal care needs. For instance, she teaches children how to put on their coats before going outside. Babies are supported to feed themselves and learn how to wash their hands before eating. The childminder ensures she is always nearby to provide encouragement and help if needed. n The childminder has good partnerships with parents. She shares regular updates about the various activities she provides and the progress their children are making. The childminder provides updates on babies' care routines, such as nappy changes and sleep times. She works closely with parents to support children's development in all areas, such as weaning. Parents speak highly of the childminder and comment on the confidence their children develop while in her care. n The childminder has established strong relationships with other childminders in her local community, allowing her to share good practice and discuss early years

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need to do better?

updates. However, she has not yet developed partnership working with other settings that children attend to promote a consistent approach to care and learning. n The childminder regularly completes mandatory training, such as first aid and safeguarding. She demonstrates a commitment to professional development and knows how to access training. For example, she has recently updated her knowledge around the recent changes to the early years foundation stage, and amended her policies accordingly. However, the childminder does not consistently target training opportunities to enhance her skills and knowledge to meet the specific needs of children that attend her setting.

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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 strengthen partnership working with other settings children attend to provide a more consistent approach to care and learning n target professional development opportunities more precisely to enhance knowledge and skills in order to meet children's specific needs even more effectively.

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Setting details

Unique reference number EY346718 Local authority Cambridgeshire Inspection number 10409684 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 3 Number of children on roll 1 Date of previous inspection 12 March 2020

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Information about this early years setting

The childminder registered in 2007. She lives in Ramsey, Cambridgeshire. The childminder operates from 8am until 6pm, Tuesday to Thursday, term time only. The childminder holds a relevant childcare qualification at level 3. She provides funded early education for all eligible children.

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Inspection activities

n The childminder showed the inspector the premises and discussed how she ensures that they are safe and suitable, along with the aims and rationale for her early years curriculum. n The inspector observed the quality of the education being provided and assessed the impact this has on the children's learning. n The childminder and the inspector carried out a joint observation together. n The inspector spoke with parents during the inspection and took their views into account.

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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

18 September 2025 18 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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