Childminder in Cambridgeshire

Inspection report for early years provision

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Unique reference number EY341552 Inspection date 05/05/2010 Inspector Melanie Eastwell

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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 2006. She lives with her husband and two children aged six and 11 years in Brampton, Huntingdon in Cambridgeshire, close to shops, schools, parks and public transport links. The premises can be easily accessed via a level paved driveway and one step up to the front door. The whole of the ground floor, the bathroom and two bedrooms upstairs in the childminder's home are used for childminding. The family have a fish.

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Description of the childminding

The childminder is registered to care for a maximum of five children under eight years at any one time, no more than three of which may be in the early years age range. She is currently minding four children in this age group. The childminder is registered to provide overnight care and she also provides care to children aged over five years to 11 years. The childminder is registered by Ofsted on the compulsory and voluntary parts of the Childcare Register.

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Description of the childminding

The childminder takes children to, and collects them from, the local school.

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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

A well developed knowledge of each child's needs makes sure that the childminder successfully promotes most aspects of children's welfare and learning. Children are safe and secure and enjoy the individual care and attention from the childminder. The partnerships with parents and other providers delivering the Early Years Foundation Stage are a key strength and are significant in making sure that the needs of all children are met. This means that children progress well, given their age, ability and starting points. Very efficient, ongoing self evaluation by the childminder makes sure that priorities for development are identified and acted on which results in provision that responds to the needs of the children and their parents.

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further?

To fully meet the specific requirements of the EYFS, the registered person must:

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further?

 complete an appropriate paediatric first aid course (Promoting good health) (also applies to both parts of the Childcare Register). 21/05/2010

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further?

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

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further?

 develop further the systems for observation and assessment to include records of children's spontaneous play in between the planned monthly and weekly observervations. 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 a very organised approach to her childminding and this contributes to children's safety and well-being. For example, she has robust risk assessments in place and the written policies and procedures are clearly reflected in her daily activity with the children. However, a current first aid certificate is not in place. This is a breach of requirements. The childminder has not been able to renew the previous first aid certificate despite considerable efforts to access a place on a course over the previous few months, but she has now managed to book a place on an imminent, appropriate first aid course. Safeguarding is given high priority. The childminder understands the importance of following the Local Safeguarding Children Board procedures and has systems in place to record and report any child protection concerns. Children are learning about how to keep themselves safe through discussions with the childminder about road safety, taking

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the early years provision

part in emergency evacuation procedures and enjoying a visit from the local Police Community Support Officer who talked to them about various aspects of how to keep themselves safe. All children have access to a good range of play materials and resources that cover each of the six areas of learning. They are stored in low- level boxes which promotes decision making and free choice. Children know where different items are and demonstrate that they are confident to ask the childminder for toys on the higher shelves.

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the early years provision

The childminder has highly developed systems to reflect on and evaluate her practice. She continually re-visits her activity with the children to make sure that she is able to respond to their individual requirements. She has completed written documents that celebrate areas of strong practice and identify her priorities for future development. She has sought the views of the parents through questionnaires, forms and testimonials that report highly positive and complimentary comments about the care their child receives. Children's opinions have been gained through the use of forms such as 'Tell us about your childminder' and she has taken action on issues raised by them on these forms. A 'Wish Box' is also available to the children and parents. This is used as a system to make suggestions or requests and is used regularly by the children. The childminder has completed further training and is currently working towards the

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the early years provision

Diploma in Home Based Childcare. She has also taken positive action on the recommendations made during the last inspection. She reports that the self evaluation process is invaluable in enhancing her care of the children and in her continued development of knowledge and expertise.

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the early years provision

The partnerships with parents are superb and contribute significantly to children's feelings of well-being and belonging in the childminder's home. Parents are kept very well informed of their child's daily routines and progress through written and verbal feedback. For example, daily journals are completed by the childminder informing parents of how their child has been and activities they have enjoyed as well as practical information such as their food intake, nappy changes and sleep times. Parents have regular access to their child's record of achievements and the childminder seeks information from them about the child's progress in their This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 learning and development at home both before the child starts attending and ongoing through the use of forms such as 'Daily Routines' and an 'Early Years Foundation Stage Passport'. The childminder provides parents with details about

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the early years provision

the Early Years Foundation Stage to ensure they are aware of the learning opportunities offered to their child through the activities provided by her. She works hard to develop positive links with other providers delivering the Early Years Foundation Stage to the children in her care. This involves sharing the planning and information about activities the child has enjoyed. This partnership working promotes a smooth transition and a consistent approach for children.

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and outcomes for children

Children benefit from the childminder's effective interaction in their play. She is skilled when interacting with them and understands when to involve herself and when to monitor what they are doing. Children demonstrate that they are confident to approach the childminder for reassurance or comfort as they need it and find books for her to read to them before sitting on her lap and becoming completely engaged in the story. Children begin to learn about personal hygiene. Younger children have their hands and faces cleaned with a flannel before and after their meals and older children are learning about the reasons for maintaining good personal hygiene through discussions with the childminder and posters in the toilet and bathroom. Children take part in fun activities to promote good health such as activities around healthy eating and care of their teeth. Children are developing an awareness of safety. They take part in emergency evacuation drills

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and outcomes for children

and respond to the childminder's gentle, yet consistent reminders regarding safe practices. Older children have been involved in the risk assessment process and in developing house rules to adhere to in the childminder's home. Children understand the expectations for behaviour because the childminder takes time to explain to them why certain behaviour is unacceptable and how their actions can affect others. This involvement in the process and the time given to explain to the children contributes to positive behaviour in the childminder's home.

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and outcomes for children

Children are able to make active choices and decisions about their play and activities. The childminder plans a balance of adult-led and child initiated activities and younger children enjoy rummaging around in boxes containing interesting toys and exploring them. For example, a child enjoys playing with the garage and cars. They look at every detail of the vehicles and spin the wheels around. Later the child selects the baby doll and box of baby clothes. They proceed to cuddling the doll and finding the feeding bottle before gesturing to the childminder that they want some clothes on the doll. The childminder ably supports the children's play, she introduces new vocabulary and talks to them about what they are doing. Children's awareness of diversity is promoted because the childminder provides them with a range of books and resources that celebrate differences and individuality. They enjoy taking part in activities that look at different countries of

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and outcomes for children

the world, the clothes people wear and the different foods they eat alongside the celebration of events such as Chinese New Year and Australia day. The childminder prepares thoroughly for such celebrations through researching suitable and meaningful activities that all the children can take part in related to the particular This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 event.

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and outcomes for children

Children's learning and development is assessed and recorded by the childminder through written observations, samples of their work and photographs that are collated in individual learning journey files that are shared regularly with their parents. Observations are recorded according to the amount of sessions each child attends during the week. She records the observations once each week for those who attend frequently and once each month for those who attend only once each week. There is a balance of observations across the areas of learning and next steps are identified. However, for those children who attend infrequently there are few observations of their spontaneous play in between the monthly records. Therefore, children's ongoing progression is not always clearly demonstrated. The childminder is creative in her planning of activities for individual children and she follows their interests when planning activities. For example, she accesses a variety

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and outcomes for children

of websites that have ideas for activities covering the six areas of learning. When children start attending the childminder seeks information from parents relating to their development and progress and watches their play before planning activities around their interests. She uses the Practice Guidance document to assist with the planning and to identify appropriate next steps in learning for each child. The individual attention given to each child by the childminder promotes their learning and development alongside their confidence and self-esteem. 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: Not Met (with actions)

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Annex B: the Childcare Register

The provider confirms that the requirements of the voluntary part of the Childcare Register are: Not Met (with actions)

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Annex B: the Childcare Register

The registered provider does not meet the requirements of the compulsory and or voluntary part/s of the Childcare Register.

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Annex B: the Childcare Register

To comply with the requirements of the compulsory part of the Childcare Register, the registered person must take the following action/s by the specified date:

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Annex B: the Childcare Register

 take action as specified in the early years section of the report (Welfare of the children being cared for) 21/05/2010

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Annex B: the Childcare Register

To comply with the requirements of the voluntary part of the Childcare Register, the registered person must take the following action/s by the specified date:

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Annex B: the Childcare Register

 take action as specified in the early years section of the report (Welfare of the children being cared for) 21/05/2010

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