Childminder in Cambridgeshire

Inspection report for early years provision

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Unique reference number EY406699 Inspection date 28/09/2010 Inspector Susan Ennis

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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 assesses 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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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 registered in 2010. She lives with her husband in St. Ives, Cambridgeshire. The whole of the ground floor and two first floor bedrooms of the childminder's house are used for childminding and there is a fully enclosed garden for outside play. There is level access to the premises. The childminder has a selection of fish in a tank.

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Description of the childminding

Care is provided on each weekday during term time and school holidays. She is registered on the Early Years Register to care for a maximum of three children in the early years age range and is currently minding three children in this age group. She also offers care overnight and to children aged over five years. This provision is registered on the voluntary and compulsory parts of the Childcare Register. There are currently two 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 offers a safe, secure and welcoming environment to all children. She values diversity and is consistent in ensuring that children's uniqueness is recognised and that all are well integrated. Children thrive and make good progress across all areas of learning as the childminder's flexible planning ensures that the children's interests are followed and that their individual needs are met. The childminder builds trusting relationships with parents often caring for children from a very young age. Through self-evaluating her practice, the childminder has a clear picture of her strengths and areas for improvement. She is therefore able to make effective changes to improve the daily care and experiences for the children she looks after. She demonstrates a high commitment to her childminding and is enthusiastic about making and sustaining improvement.

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further?

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

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further?

 enhance further the use of initial starting points to more effectively assess where children are in their development.

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the early years provision

Effective safeguarding policies and procedures ensure that children are well protected. For example, the childminder has a good knowledge of child protection, having attended additional training to update her knowledge and has the required This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 contact numbers in place for dealing with concerns should they arise. She also ensures that anyone coming into contact with the children is suitable to do so. The childminder uses clear and practical procedures, such as, daily safety checks and robust risk assessments for monitoring the environment. This means that any hazards are minimised and children can move around freely and with confidence. Effective procedures also ensure that the children are kept safe when out and about. For example, younger children wear a rucksack containing the childminder's contact numbers in case they should become separated from each other at any

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the early years provision

time. All children are taught road awareness and safety.

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the early years provision

The childminder demonstrates a genuine enjoyment of her work and continuously evaluates her daily practice. She attends further training which helps her to reflect on her own practice and increase the experiences on offer. Parents and their children are involved in the monitoring process as daily discussions encourage them to share their views. Parents also express their views through written comments, reading about the activities activities enjoyed by their child in the daily diary at the end of the day. They comment that they are so glad they found the childminder as she is 'such an answer to our prayers'. The childminder consistently develops plans for the future potentially leading to improved outcomes for the care and progress of the children. For example, she plans to provide a covered outdoor area to enable the children to experience outside play all year round in all weathers.

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the early years provision

The childminder effectively and actively promotes equality and diversity and tackles unfair discrimination. She therefore offers a service that is inclusive for all children and their families, working very closely with parents to ensure that she understands each child's background, needs and beliefs. For example, she encourages parents to share basic vocabulary books with children for whom English is an additional language. Children have fun by making the noises the animals in the picture make, therefore their confidence and self-esteem. The childminder is also pro-active in encouraging other children's understanding of the wider world. For example, they compare fairy stories from England and Poland discussing the differences and the way the words are written. They then record on a map of the world where they all come from and the places their parents visit in the course of their work.

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the early years provision

Children's individual development is well promoted because the childminder has effective procedures in place to support, monitor and evaluate their progress. The wide range of available resources is actively used and the inclusive, child-friendly environment is conducive to children's learning. Low-level storage enables the children to freely select the resources and clear storage boxes encourage them to choose exactly what they want to play with. The childminder also ensures that the resources and environment are sustainable by, for example, exchanging resources with other childminders and using the toy library to provide additional interest and stimulation.

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the early years provision

A close and trusting partnership with parents, carers and others involved in the children's lives, such as their school or nursery, ensures that all relevant information is shared and a consistent approach given. Organised documentation ensures that parents are fully informed about the childminder's policies and This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 procedures detailing her working ethos and good practice. An information booklet, observation file, use of daily diaries and constant face-to-face interaction, ensures that parents are fully informed about their children's progress and welfare. For example, the childminder records the voices of particularly shy children to demonstrate to parents how their language and communication skills are developing. She also encourages them to look at their children's observation file at regular intervals sharing progress and involving them in their child's learning.

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and outcomes for children

Children are consistently offered a wide range of opportunities that support them in making good progress across the areas of learning and development. The childminder's flexible planning ensures that children's interests are taken into consideration and that daily opportunities are used as worthwhile learning experiences. For example, morning visits to the local toy library or park incorporate younger children's sleep times whilst ensuring that they are fresh and well-rested enough to enjoy the activity when they arrive. The childminder gets to know the children well and uses the information gained from observations and assessment to plan for the children's further progression. For example, when children demonstrate an aptitude for using the large apparatus at the park but are less confident using a ball without support, activities are planned to further incorporate and encourage their ball skills. However, children's development is not optimally

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and outcomes for children

promoted as current systems do not effectively demonstrate how initial assessments of the children are fed into their assessment records and future planning.

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and outcomes for children

The childminder uses her good childcare knowledge to adapt activities and ensure that all are involved. Whilst playing a board game older children develop their language by talking about the names of the items placed in the shopping trolley. Younger children are happily occupied with a wooden puzzle which the childminder uses to develop their understanding of animal sounds and names. Children play co- operatively together as they involve the younger children in their game, in particular the teddy piece which they know they will like. Older children are also encouraged to also use their problem solving skills as they draw a target on the white board and then wonder what they can use as a dart, for example, a paper areoplane. They then experiment with flight, distance and accuracy all participating in recording their points scored. Children's understanding of the world around them is encouraged as they participate in visits to the park to feed the ducks and

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and outcomes for children

those further a field where they see animals, such as, meerkats and sheep. They are very involved in the growing of different vegetables in the childminder's garden as they plant and nurture the seeds, becoming very interested in the watering system used by the childminder to ensure that the plants are watered whilst she is on holiday. They then enjoy waiting for the tomatoes, for example, to ripen so that they can be tried and enjoyed at meal times.

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and outcomes for children

Children's emotional development is effectively promoted as they develop secure and trusting relationships with the childminder and each other. They demonstrate This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 their comfort in their relationships as they cuddle the childminder for a reassuring hug and play games such as peek-a-boo with each other. The childminder acts as a very positive role model praising children's achievements and offering sensitive reminders when unwanted behaviour is momentarily displayed. Children's health and hygiene is exceptionally well promoted as they are encouraged to wash their hands before eating and enthusiastically wait for the delivery of the childminder's vegetable box so that they can discuss and look at the contents. They are actively involved in the preparation of meals giving them hands-on experiences such as cutting the vegetables for dinner or making pizza and pancakes. They are also

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and outcomes for children

aware of maintaining their own safety and that of the other children present. Older children are aware that the small bricks can only be played with on the table as younger children may put the pieces in their mouth and they all regularly practise the emergency fire drill when ever the smoke alarm sounds. 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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Early Years Foundation Stage

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 1 The extent to which children make a positive contribution 1 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

 The registered person must keep and implement a written statement of procedures to be followed for the protection of children, intended to safeguard the children being cared for from abuse or neglect (Also applies to the voluntary part of the Childcare Register). 22/10/2010

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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

 The registered person must keep and implement a written statement of procedures to be followed for the protection of children, intended to safeguard the children being cared for from abuse or neglect. 22/10/2010

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