Childminder in CambridgeshireOfsted inspection, 8 Sept 2010

Inspection report for early years provision

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Unique reference number EY404872 Inspection date 08/09/2010 Inspector Susan Marriott

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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 was registered in 2010 and is a qualified primary school teacher. She lives with her husband and their child aged two years in a house in the Fenland town of Whittlesey, Cambridgeshire. The childminder uses the ground floor of the property for the main childminding activities and there is a fully enclosed garden for outside play. The childminder is registered to care for a maximum of five children under eight years at any one time, of whom no more than two may be in the early years age range. She is currently minding two children in the early years age group on a part-time basis. This provision is registered by Ofsted on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. The childminder is a member of the National Childminding Association

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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 good knowledge of child development and the Early Years Foundation Stage are key strengths, ensuring that children are consistently offered stimulating activities and challenging play opportunities. Most aspects of children's care and welfare are promoted well. However, partnership working and outdoor activities are identified for further development. Her gentle support and encouragement ensures that all children are included and can participate meaningfully in the activities and daily routines. The childminder has already begun to use self-evaluation in an effective manner to identify her own strengths and weaknesses to drive continuous improvement.

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further?

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

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further?

 develop further ways in which the outdoor environment can be used to support and extend children's development and learning  develop partnership working to ensure continuity and coherence for children by sharing relevant information.

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the early years provision

Children experience a good quality of care and education in this newly-established childminding setting. The childminder has effectively applied her knowledge and experience of early years education to the establishment of her service. This is well-supported by clear policies and procedures and all required written records. Children's welfare is promoted well because the childminder has a good understanding of her responsibilities relating to safeguarding children. This is underpinned by training and a practical written procedure which enables her to This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 identify any child at risk of harm and take appropriate action. She ensures that all household members are appropriately checked. Comprehensive risk assessments are in place and effective action is taken to manage or eliminate risks for children.

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the early years provision

Children make good progress in their learning and achieve well because the childminder makes good use of resources. Her home is welcoming and resources are well-organised and accessible, enabling children to make independent choices about their play. The childminder supplements play with planned activities and visits to groups outside the home. The childminder's good understanding of anti- discrimination means that she provides a service which is inclusive for all children and their families. She ensures that she understands and responds to, each child's individual needs, background, cultures and beliefs. She uses this knowledge when she encourages children to recognise differences, offering them information about other ways of life and encouraging them to respect diversity.

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the early years provision

The good procedures for monitoring children's progress ensure that their individual development is consistently promoted. The childminder has good partnerships with parents and carers. She keeps them well-informed of their children's progress through regular discussions and daily diaries. The childminder is aware of the requirement to develop partnership working with other agencies but this is not yet relevant to the children currently being minded. The childminder uses her experience gained from working in schools to ensure that children who have additional development needs are identified and are offered appropriate activities and learning opportunities. She demonstrates enthusiasm for her work and is motivated to continue to make changes that improve the outcomes for children. The childminder is confidently using a system of self-evaluation to monitor her practice, to identify any weaknesses and sustain continuous improvement through

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and outcomes for children

This caring and enthusiastic childminder manages the differing needs of children in a highly sensitive and understanding manner. She has a good knowledge and understanding of the learning and development requirements and has established an effective planning, observation and assessment system, matched to the Practice Guidance for the Early Years Foundation Stage. This effectively secures and demonstrates children's progress, reflecting the good outcomes for children. Planning of daily routines is appropriately flexible and responsive to the needs of children with the childminder ensuring that she provides an adequate balance of activities throughout the time that the children are with her. The childminder provides daily verbal and written feedback to parents and carers about their child's activities and achievements.

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and outcomes for children

Children are secure, happy and keen to learn because the childminder is a positive and happy role model for them. Children's music plays gently in the background, creating a pleasant ambiance to the homely setting. The childminder offers a continuous commentary in the daily routine, including gentle teaching about words, colours, numbers and shapes as the children play with toys of their This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 choosing. The childminder devotes her time and attention to each child, ensuring that they are happy and suitably occupied. Resources are set out in clear boxes so children can see what is available, which promotes their ability to make independent choices through lots of free play.

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and outcomes for children

The childminder is always on hand to support and extend children's learning, responding to children with clear explanations in a calm manner. She answers children's questions in very basic language so young children can understand. For example, when children show curiosity in a crochet cloth in the treasure basket, the childminder places it over a toy cookie jar and explains that the weighted cloth can stop flies getting into it and spoiling the cookies. The childminder encourages the children to explore and investigate. For example, babies pick up a 'mooing cow' box and laugh in delight as they discover the noise it makes when they turn the box upside down. Toddlers pick up the magnifier and the childminder suggests that they look through it and describe what they can see. At a suitable lull in play, the childminder suggests that they all go outside into the garden for some fresh air and a story. They sit altogether on the rug and play tea parties, counting the cups,

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and outcomes for children

saucers and spoons and learning to take turns to use the teapot. The garden is set out with stimulating activities, such as, guttering runs and toys diggers in a gravel pit, but the childminder is aware that she can develop an outdoor learning programme to promote critical, creative and active learning.

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and outcomes for children

Children enjoy frequent trips to activities in the local area. They visit the library and various children's groups to develop their social skills. Children are becoming aware of healthy lifestyles and the relevance of hygiene practices. Ongoing discussions mean that young children will learn the importance of daily practices such as washing their hands before snacks and meals. Children benefit from the childminder's robust hygiene regime which prevents the spread of germs. For example, the childminder provides individual towels for children to dry their hands. Suitable documentation is maintained relating to accidents, medication and incidents and clear procedures are in place, protecting the children's health and wellbeing. The children learn about keeping safe inside and outside of the home because the childminder provides age-appropriate explanations as to why they must adhere to her rules. Children's behaviour is managed appropriately and

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and outcomes for children

effective strategies ensure their social, physical and economic wellbeing are generally met. 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 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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