Childminder in Cambridgeshire

Inspection report for early years provision

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Unique reference number EY330510 Inspection date 09/12/2010 Inspector ISP Inspection

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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 2006. She is registered to care for a maximum of four children under eight at anyone time, three of whom may be in the early years age group. The childminder is registered on the Early Years Register and on the compulsory and voluntary parts of the Childcare Register. She is currently caring for five children in the early year's age group.

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Description of the childminding

The childminder lives with her husband and two children aged 6 and 10 years, in a residential area of Cambridge. The whole of the premises, managed by the childminder, are used for childminding and there is a fully enclosed garden available for outside play. The family has a dog.

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Description of the childminding

The childminder is a member of the National Childminding Association (NCMA).

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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 makes sure that her knowledge of each child's needs is in place prior to placement and this enables her to successfully promote their welfare and learning. Children have plenty of opportunities to learn about the wider world in the childminder's safe and secure family home. Partnerships with others who provide care for the children are good; those with parents are strong and meaningful. This ensures that, as children move between the different environments, they receive continuity of care and therefore their needs are met, along with any additional support needs. Children progress well, given their age, ability and starting points. Recommendations from the last inspection have been met and the childminder engages in some reflective practice in order to respond to user needs.

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further?

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

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further?

 develop further the current system of observation assessment in order to ensure that children's next steps for learning are clearly linked to the Early Years Foundation Stage guidance document and that children's learning records are frequently shared with parents or carers  re-appraise risk assessments to ensure that they cover anything with which a child may come into contact  develop further a culture of reflective practice and self evaluation to identify strengths and priorities for development that will improve the quality of provision for all children. 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 understands the importance of completing criminal record bureau checks on all people aged over 16 years living in her home. She makes sure that children are never left unsupervised with visitors to her setting and daily registers are in place which includes children s hours of attendance. This enables the childminder to safely account for all children in her care at any time. The childminder has a clear knowledge and understanding about safeguarding children and she implements her child protection procedures if she has a concern about a child in her care. This means that children's welfare remains paramount. She has devised a range of relevant policies and procedures and these, together with all required documents and records, are in place and maintained. The childminder has completed relevant training, such as paediatric first aid, enabling her to provide appropriate care in the event of an emergency. Risk assessments are in place,

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the early years provision

although at this inspection they did not include all child accessible areas to ensure that potential hazards to children are clearly identified and minimised. Organisation of her home is good and enables the children to access toys and resources independently, helping them to build on their existing self-helps skills. There is no bias in the childminder's practice in relation to gender, race or disability and she actively engages children in reading and learning about similarities and differences of other people and their cultures. The childminder supports some bi-lingual children and strives to provide resources to support their learning, such as dual- language books and posters.

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the early years provision

Partnerships with parents are very good. Parents report that the childminder has played a very important part in aiding smooth transitions for their children into her provision. They say that she is flexible to their particular needs offering, for example, arrival and collection times to fit around their working commitments. They feel that their children are happy and well settled reporting, that the childminder is sensitive to their needs and that she is easy to approach and talk to. Daily diaries are used to ensure that children's welfare needs are communicated effectively. However, opportunities for parents and carers to share in their children's learning journeys are more limited. The childminder makes sure that all necessary information for the care of children is in place and on-going communications help her to continue to meet their changing needs. Relationships are also in place with other settings the children attend. This attention to detail

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the early years provision

enables the childminder to share relevant information so that all partners involved in the child's care build on what the child knows and can do. The childminder engages in some reflective practice and identifies achievements. However, some priorities for future development, to build on existing practice and further improve the service she provides, are not always clearly identified. The childminder strives to ensure that her setting is sustainable, for example, budgeting for additional resources such as dual-language books. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

The childminder has a good understanding of how young children and babies learn through play and investigation. She organises her setting so that all children, including babies, can access toys and resources independently and she provides space so that they can move around freely. The childminder makes clear observations of children and assesses their progress towards the six early learning goals. Overall children make good progress in their learning and development. However, when identifying their next steps for learning she does not consistently link these to the learning intentions in the Early Years Foundation Stage guidance document to ensure that children of differing ages are fully challenged at all times. The childminder supports learning as she talks gently and sensitively with the children, extending their ideas during small world play and, for instance, helping them to think about the toy animals they play with and the different noises they

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and outcomes for children

make. She uses a range of teaching methods, for instance: visual and audio clues such as posters and sounds, facial gestures and intonation in her voice, and therefore supports children's language development. Children respond warmly to the childminder and are clearly at home in her setting.

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and outcomes for children

Children are making good progress in all areas of learning. They develop their understanding of the wider world as they talk about what is happening around them, asking questions and sharing ideas. For example, when sharing books they talk about the colour of people's skin and compare this to their own, noticing similarities and differences. Children also use the pictures in books to help them with the story line, as the childminder reads them stories when snuggled up together. They notice and explore different sounds when using musical instruments; children bang on the drum and listen intently as they make soft, then louder, sounds much to their own delight. Children are confident communicators. They share their ideas, asking cascades of questions. For example they talk about how they feel when they are thirsty and when they want their snack. They talk about the fruit they eat and the childminder helps them to learn and develop their

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and outcomes for children

understanding of the importance of healthy eating. Children learn about the wider world around them as they enjoy trips out and about in the local neighbourhood, such as visits to the park and local toddler groups. Here they meet others and learn to socialise, or use play apparatus on a larger scale than is possible in the childminder's home. Children's behaviour is good and they show care and consideration for others; when the childminder scratches her hand the children ask what is wrong and enquiore if she is 'alright'. Children enjoy mark making as they use a variety of coloured crayons to make their Mummy a picture. Their creations are based on their own imagination and the childminder is on hand to support and help the very young children learn how to grip their crayons comfortably and independently. Children are fully encouraged by the childminder to develop and secure the skills they need for later learning.

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and outcomes for children

Children learn about keeping themselves safe; they practise fire evacuation procedures and learn about crossing the road safely whilst out and about. They also learn about protecting themselves from harmful germs, talking about why they wash their hands before eating. All children are able to rest or are active This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 according to their individual needs and the childminder ensures that they have quiet, comfortable areas to nap. 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: 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

 ensure a written statement of procedures to be followed in relation to complaints which relate to the requirements of the Childcare Register is in place (CR7.1 Procedures for dealing with complaints). 30/12/2010

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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

 ensure a written statement of procedures to be followed in relation to complaints which relate to the requirements of the Childcare Register is in place (CR7.1 Procedures for dealing with complaints). 30/12/2010

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