Childminder in Cambridgeshire

Inspection report for early years provision

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Unique reference number EY239788 Inspection date 15/12/2010 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 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 2002. She lives with her husband and three children aged 15, nine and seven in Great Cambourne, 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. There is a shallow step to the property and children have access to a ground floor cloakroom.

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Description of the childminding

The childminder is registered to work with an assistant. She 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 three children in the early years age range and there are currently seven children on roll 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 is currently one child on roll in this age range.

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Description of the childminding

The childminder holds the Council for Awards in Children's Care and Education Level 3 Certificate in Childminding Practice. She has completed the National Childminding Association 'Quality First' framework and the Cambridgeshire 'Quality Framework'. She is a member of the Cambridgeshire 'Children Come First' childminding network and delivers funded nursery education. The childminder is able to support children with special educational needs and/or disabilities and those who speak English as an additional language.

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The overall effectiveness of the early years provision

Overall the quality of the provision is outstanding.

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The overall effectiveness of the early years provision

The childminder demonstrates a comprehensive understanding of the Early Years Foundation Stage. She uses this and her excellent knowledge of each child to ensure that their needs are consistently met and that they are offered an extensive range of activities that successfully promote their learning. Excellent procedures support the exchange of information between the childminder and parents, thereby promoting consistent care and support. The childminder conscientiously reviews her work and has a positive attitude to self-evaluation, actively seeking feedback from parents and children. This enables her to gain a comprehensive overview of her practice and prioritise improvements, thus maintaining a service which is highly responsive to the needs of children and their families.

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further?

To further improve the high quality early years provision the registered person should consider:

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further?

 developing further the procedures for maintaining a regular two-way flow of information with other providers caring for the children. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

Children's welfare is prioritised and is exceptionally well promoted because the childminder has a comprehensive understanding of her responsibilities relating to safeguarding children. This is supported by her ongoing training and a thorough written procedure, enabling her to identify children at risk and take immediate action. Children's well-being is further enhanced by the childminder's excellent organisation and comprehensive risk assessments, ensuring that children's safety is promoted at all times. Children demonstrate a mature understanding of taking responsibility for their own safety and that of others. For example, they access an extensive range of role play resources associated with road safety, setting up their own scenarios, assessing risk and making decisions about safe options.

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the early years provision

The childminder respects each child as an individual. She attends additional training and has an excellent awareness of issues relating to anti-discriminatory practice. This supports her in offering a service which is inclusive for all children and their families. Her comprehensive procedures for gathering information about children mean that she gains an excellent understanding of each child's background and needs. This enables her to plan relevant activities and ensure that children are offered appropriate support. Children feel valued and their self-esteem is promoted because they are encouraged to respect each other and are fully involved in decision-making. The childminder's positive relationship with parents and carers supports the exchange of information and means that parents are fully informed of their children's progress and activities. For example, they receive written daily updates and are fully involved in the regular review of their child's

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the early years provision

assessment records. Consistency of care is further promoted as the childminder is establishing working relationships with others providing care for the children. For example, she has procedures for exchanging information with the pre-school and nursery. However, these relationships are not used to the optimum to make full use of information in order to further promote children's development.

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the early years provision

The childminder demonstrates a very genuine enjoyment of her work and is highly motivated to continue developing her practice and thereby improve the outcomes for children. She actively seeks feedback on her practice and attends a wide variety of training to help inform the evaluation of her daily work. Her honest approach and positive attitude to feedback support her in identifying changes and prioritising areas for improvement. All improvements relate directly to her genuine desire to provide a high quality service which continuously evolves to meet children's needs and promote their development. The childminder utilises all resources exceptionally well. The home environment is very well organised, with accessible resources, enabling children to make independent choices. She also uses an extensive range of community resources, such as the library, a singing group, a country park and toy library. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

Children make excellent progress because the childminder has a comprehensive knowledge of the Early Years Foundation Stage and offers a highly stimulating environment. She implements thorough assessment procedures, using the information gained from these to ensure that the daily planning is well targeted and focussed to fully promote children's individual development. Children play an active part in this vibrant setting. They are encouraged to express themselves and the childminder listens carefully, valuing their views. The childminder has an excellent awareness of children's interests and current developmental needs, including this information in the planning to ensure that their development is promoted and they are offered a rich and varied range of experiences. Children play a dynamic role in their learning, confidently expressing their ideas and working together to solve problems. For example, they decide to build the biggest

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and outcomes for children

train track they can and work together to make this reach from one end of the room to the other.

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and outcomes for children

Children show a strong sense of security and their behaviour demonstrates that they feel safe. They show high levels of independence as they choose their toys and organise their play. The childminder's excellent partnership-working with parents means that children who use English as an additional language or have special educational needs and/or disabilities are offered appropriate support and activities that promote their individual development. The childminder joins in appropriately with children's play and her excellent interaction further promotes their development. For example, they explore a new book together, discussing the title, remembering a similar story and repeating the rhymes and chorus together. The childminder skilfully adapts this reading session so that all children benefit; younger children are encouraged to discuss the illustrations whilst older ones identify some of the letters in the text.

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and outcomes for children

The childminder's thoughtful, practical planning promotes children's overall learning and development. For example, whilst covering a theme of 'Autumn', children sing associated songs, examine leaves under a microscope, discuss hibernation, sort leaves according to type, colour and size and pretend to be trees swaying in the wind. The childminder's excellent interaction with children aids the development of their communication skills and they use language confidently and imaginatively, explaining their views and often describing the intricacies of their activities and role play. Very good use is made of outdoor areas in order to offer children a range of extended opportunities. For example, they enjoy planting, tending and harvesting fruit and vegetables on an allotment. The childminder's excellent organisation and forward-planning means that children are offered a wealth of additional opportunities. They enjoy regular visits to a country park, go

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and outcomes for children

pond-dipping, use local parks and attend toddler groups.

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and outcomes for children

Children's emotional development is very well promoted as they develop secure, trusting relationships with the childminder and their peers. Their behaviour is exemplary and they show an excellent understanding of the expected standards of behaviour. They share resources and work together to resolve any disputes, thus This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 developing valuable skills that they will use in their future lives. They are fully involved in setting the standards as they participate in putting together the 'house rules'. All children are highly valued as individuals and engage in a wide range of activities that help them to value diversity and understand the lifestyles of others. For example, they discuss their own families, carry out simple research and make posters to illustrate people around the world. The childminder knows the children very well and fully utilises their individual interests to help promote their

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and outcomes for children

development. For example, after noting that children enjoy role play associated with construction, the childminder extends this by providing additional resources such as a large construction set. Children become engrossed in this as they build and use the bricks on the stand as an abacus, counting and subtracting as they play.

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and outcomes for children

The interesting, accessible environment and excellent provision of resources mean that children are inspired to organise their own play and to use their imagination. For example, they balance and build with large soft play resources, incorporate a toy cement mixer into their play and set out a restaurant using the kitchen role play resources. The excellent provision of resources also extends to outdoor play. For example, children learn about wind and weather conditions as they fly kites and make wind chimes. Children gain an excellent awareness of the relevance of healthy lifestyle practices. For example, they talk about the effects of exercise and access relevant books which illustrate these principles and reinforce their understanding. 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 1 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 1 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 1 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 1

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Stage

The extent to which children achieve and enjoy their learning 1 The extent to which children feel safe 1 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 1

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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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