Childminder in Cambridgeshire

Inspection report for early years provision

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Unique reference number EY398895 Inspection date 01/04/2010 Inspector Kelly Eyre

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Type of setting Childminder 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 Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It rates council children’s services, and inspects services for looked after children, safeguarding and child protection. 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 . You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way.

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Royal Exchange Buildings St Ann's Square Manchester M2 7LA

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T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Introduction

This inspection was carried out by Ofsted under Sections 49 and 50 of the Childcare Act 2006 on the quality and standards of the registered early years provision. ‘Early years provision’ refers to provision regulated by Ofsted for children from birth to 31 August following their fifth birthday (the early years age group). The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and welfare, known as the Early Years Foundation Stage.

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Introduction

The provider must provide a copy of this report to all parents with children at the setting where reasonably practicable. The provider must provide a copy of the report to any other person who asks for one, but may charge a fee for this service (The Childcare (Inspection) Regulations 2008 regulations 9 and 10).

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Introduction

The setting also makes provision for children older than the early years age group which is registered on the voluntary and/or compulsory part(s) of the Childcare Register. This report does not include an evaluation of that provision, but a comment about compliance with the requirements of the Childcare Register is included in Annex B.

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Introduction

Please see our website for more information about each childcare provider. We publish inspection reports, conditions of registration and details of complaints we receive where we or the provider take action to meet the requirements of registration. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Description of the childminding

The childminder was registered in October 2009. She lives with her husband and three children aged nine, seven and two in Longstanton, Cambridgeshire. The whole of the ground floor of the childminder’s house is used for childminding and there is a first floor bedroom for children requiring undisturbed rest. Children have access to the fully enclosed garden for outdoor play. The family has no pets.

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Description of the childminding

The childminder provides care on each weekday during term time and school holidays. She is registered on the Early Years Register to care for a maximum of two children in the early years age range and is currently minding one child in this age group. She also offers care to children aged over five years and this provision is registered on the voluntary and compulsory parts of the Childcare Register. There are currently no children on roll in this age group. Children on the compulsory and voluntary parts of the Childcare Register share the same facilities as those on the Early Years Register.

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The overall effectiveness of the early years provision

Overall the quality of the provision is good.

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The overall effectiveness of the early years provision

The childminder's positive interaction with children and her good partnership working with parents enable her to gain a thorough understanding of each child's needs and interests. She utilises this information to help her ensure that children's needs are consistently met and they are offered appropriate support and activities that successfully promote their development. The childminder shows a genuine commitment to continuously improving her practice. This supports her in providing a childminding service which is responsive to the needs of children and their families. Thorough procedures for self evaluation further support this, providing the childminder with a clear picture of her strengths and weaknesses and enabling her to implement changes and improvements.

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further?

To further improve the early years provision the registered person should:

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further?

 develop further the assessment and planning procedures to show children's progress and how their next steps are consistently fed into the overall planning in order to provide further experiences which are appropriate to each child's stage of development  provide further opportunities for children to increase their awareness of the ways of life, cultures and beliefs of other people. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

The childminder has attended appropriate training and has a thorough understanding of issues relating to safeguarding children. This means that she is able to promote children's welfare at all times. A practical written procedure further supports this and ensures that she is able to identify children at risk and take appropriate action. Comprehensive risk assessments mean that hazards are minimised and children's safety is consistently promoted. Ongoing explanations and good daily practice help children build up their understanding of safety issues. For example, older children are aware to be careful when playing near younger children.

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the early years provision

The childminder has appropriate policies and a clear understanding of issues relating to equality of opportunity. This supports her in reviewing her work to ensure that her practice is inclusive to all children. Her good procedures for gathering information from parents enable her to build a clear understanding of each child's background and needs. This information is taken into account when planning activities and in providing appropriate support to individual children. The childminder's good procedures for working in partnership with parents facilitates the exchange of relevant information about children and, thus, ensures that the childminder can offer consistent and appropriate care. Daily discussions, detailed communication books and the displaying of activity plans mean that parents are well informed of their child's activities and progress. Consistency of care is further promoted as the childminder has a good understanding of the importance of

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the early years provision

maintaining close links with other professionals. For example, she has procedures in place for working with the pre-school the children will attend.

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the early years provision

The childminder is enthusiastic about her work and is committed to reviewing this and making changes to her practice that improve the outcomes for children. For example, recent improvements include the displaying of menu plans so that parents are aware of the food provided for their children. Children are offered a range of activities that support their learning because the childminder makes good use of resources. For example, she utilises community facilities such as toddler groups and local parks in order to provide an extended range of opportunities.

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and outcomes for children

Children make good progress in all areas of learning because the childminder has a thorough understanding of the requirements of the Early Years Foundation Stage. She implements appropriate procedures for observing and assessing children, using this information to inform the planning of activities and, thereby, promoting children's individual development. However, this is not fully promoted because the assessment and planning procedures do not clearly show children's progress or how their next developmental steps are consistently fed into the overall planning. The childminder ensures that her home is safe and welcoming and children's behaviours demonstrate that they feel secure. They play contentedly, move This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 happily around the home and independently select toys and resources. They are, therefore, supported in taking an active role in their learning and in developing

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and outcomes for children

Children's emotional development is promoted and they gain skills for the future as they learn to play together and develop secure relationships with each other and the childminder. Ongoing explanations and gentle encouragement from the childminder help children to understand other people's feelings and to share the toys and resources, thus, developing their understanding of appropriate behaviour. Their awareness of diversity is developing as they participate in some activities, such as cooking traditional cultural dishes. However, their wider awareness of the ways of life and beliefs of other people is not extended and fully promoted. The childminder's good procedures for working with parents mean that she is able to offer appropriate support to children who have special educational needs and/or disabilities and children who speak English as an additional language.

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and outcomes for children

The childminder's flexibility and her good interaction with the children mean that she joins in with their play and, thereby, further promotes their development. For example, when children choose to set up a 'shop' role play scenario, the childminder joins them and they become engrossed in exploring the resources, taking turns in the different roles and using the cash register and toy money. Children's play and learning are extended because the childminder makes good use of everyday opportunities to increase their understanding and encourage them to explore, count and solve simple problems. For example, during a cooking activity, children weigh the ingredients, count the number of eggs needed and note the changes as the different ingredients are added and then cooked.

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and outcomes for children

The good planning and use of resources means that children are encouraged to be active, inquisitive learners. For example, children's knowledge of the environment and wildlife is extended as they make their own made bird feeders, later hanging these in the garden and discussing the different forms of wildlife and how to support them through the winter. Children's enjoyment is enhanced and their learning extended because the childminder makes good use of incidental opportunities. For example, when children choose to complete a large floor puzzle the childminder supports them in this, encouraging them to discuss the picture the puzzle has made and to identify and count the different characters depicted.

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and outcomes for children

Children are encouraged to understand the relevance of healthy lifestyles and practices. For example, meal times and role play scenarios are used as opportunities to discuss the relevance of healthy eating. They are offered opportunities to be active and explore a range of physical skills and movements. They develop control and co-ordination as they participate in activities such as dancing and parachute games. Children gain valuable skills for the future as they learn about the uses of information and communication technology. For example, they use a laptop computer, interactive games, toy telephones and cash registers. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Annex A: record of inspection judgements

The key inspection judgements and what they mean

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Annex A: record of inspection judgements

Grade 1 is Outstanding: this aspect of the provision is of exceptionally high quality Grade 2 is Good: this aspect of the provision is strong Grade 3 is Satisfactory: this aspect of the provision is sound Grade 4 is Inadequate: this aspect of the provision is not good enough

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children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

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and managed?

The effectiveness of leadership and management in embedding ambition and driving improvement The effectiveness with which the setting deploys resources 2 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 2 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 2 The effectiveness of the setting’s engagement with parents and carers

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Stage

The quality of the provision in the Early Years Foundation Stage 2

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Stage

The extent to which children achieve and enjoy their learning 2 The extent to which children feel safe 2 The extent to which children adopt healthy lifestyles 2 The extent to which children make a positive contribution 2 The extent to which children develop skills for the future 2

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Stage

procedures set out in the guidance available from Ofsted’s website: www.ofsted.gov.uk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Annex B: the Childcare Register

The provider confirms that the requirements of the compulsory part of the Childcare Register are: Met

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Annex B: the Childcare Register

The provider confirms that the requirements of the voluntary part of the Childcare Register are: Met

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