Childminder in Cambridgeshire

Inspection report for early years provision

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Unique reference number 222207 Inspection date 06/01/2011 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 1991. She lives with her husband and three adult children in St Ives, Cambridgeshire. The whole of the ground floor of the childminder's house is used for childminding and children have access to the fully enclosed garden for outdoor play. The childminder is able to take and collect children from local schools and pre-schools.

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Description of the childminding

The childminder provides care on each weekday during term-time and school holidays. She works with an assistant and is registered on the Early Years Register to care for a maximum of three children in the early years age range, increasing to six children when the assistant is present. She is currently minding 10 children in this age group, all of whom attend on a part-time basis. 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 are currently 13 children on roll in this age group.

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Description of the childminding

The childminder holds a Level 4 Early Years Childcare and Education qualification. She currently supports children with special educational needs and/or disabilities and children who speak English as an additional language. The childminder is part of an accredited childminding network and provides funded early education for three- and four-year-olds.

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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 has an exceptionally professional approach to all areas of her work, enabling parents to feel confident in her. Excellent communication procedures support the exchange of information about children and promote the provision of consistent care and support. The childminder has a comprehensive knowledge of the Early Years Foundation Stage and a sensitive understanding of each child. This ensures that their needs are consistently met and they are offered an extensive range of activities that successfully promote their learning. The childminder conscientiously evaluates her work, enabling her to build a comprehensive overview and prioritise improvements, thereby maintaining a service which is highly responsive to children's needs.

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further?

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

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further?

 improving further the systems for organisation of the setting by continuing to develop the use of self-evaluation to support ongoing improvements. 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 thorough written procedures, enabling her or her assistant to identify children at risk and take immediate action. The childminder ensures that all suitability checks have been completed for assistants and household members, further promoting children's welfare. Her excellent organisation and exceptionally thorough risk assessments ensure 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 discuss issues such as road safety and stranger danger and also access relevant child-friendly resources such as books and posters, which gently reinforce their understanding.

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the early years provision

The childminder is experienced and continues to set high standards for the quality of care she offers. She demonstrates a great enthusiasm for her work and is highly motivated to further develop her practice and thereby improve the outcomes for children. She actively seeks feedback from parents, children and other professionals. Both she and her assistant attend a wide variety of additional training in order to continuously improve their practice. The childminder's honest approach to self-evaluation enables her to identify changes and prioritise improvements. All improvements are related to her commitment to providing a stimulating home environment which is continuously evolving to meet children's needs and promote their development. Although the childminder has a clear vision for the future, the self-evaluation process is not yet used to the utmost to inform the overall review of practice. The childminder utilises all resources exceptionally

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the early years provision

well. Her home is exceptionally well organised, with an extensive range of accessible resources, enabling children to make independent choices. She also uses a wide variety of community resources, such as the toy library, local parks, a farm and soft play centre.

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the early years provision

Every child is respected and treated as an individual. The childminder has an excellent awareness of issues relating to anti-discriminatory practice, using an inclusion checklist and additional information to ensure that her practice is inclusive for all children. Her comprehensive procedures for gathering information about children mean that both she and her assistant gain an excellent understanding of each child's background and needs. This supports them in planning relevant activities and ensuring that children are always offered appropriate support. Children feel valued and their self-esteem is promoted because they are encouraged to understand and respect each other and are fully involved in decision-making and in determining activities. The childminder's highly positive relationships with parents and carers support the exchange of information and means that parents are fully informed of their children's progress and

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the early years provision

activities. For example, they receive newsletters, written daily updates and regularly review the information from their children's assessment records. Consistency of care is further promoted as the childminder has established purposeful working relationships with others providing care for the children. For This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 example, she exchanges information with the pre-school so that they can work together to ensure that children are offered consistent support.

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and outcomes for children

Children thrive and make excellent progress because the childminder has a comprehensive knowledge of the Early Years Foundation Stage and provides a highly stimulating environment. She sets high standards and offers support and guidance to ensure that her assistant understands all procedures and can offer high quality care. They implement rigorous assessment procedures, using the information gained from these to ensure that activity planning is well targeted to promote children's individual development. Children play an active part in all aspects of this vibrant setting. They are encouraged to express themselves and their opinions are genuinely valued. For example, they state their preferences with regard to activities and are also involved in planning meals and snacks. The childminder's excellent awareness of children's interests and needs mean that these are included in the planning, ensuring that their development is promoted

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and outcomes for children

and they are offered a rich and varied range of experiences.

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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 resources and organise their play. The childminder's excellent partnerships with parents mean that children who use English as an additional language or have special educational needs are offered appropriate support and activities the promote their individual development. For example, the childminder learns key words in the children's home language, using these on a daily basis with the children. She also helps children learn to communicate with children who do not use verbal communication.

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and outcomes for children

The childminder's excellent interaction and vigilance helps promote children's development. For example, children playing a favourite game of hiding under a cover are offered torches and thoroughly enjoy experimenting to see the different effects of the lights. This thoughtful interaction also aids the development of children's communication skills and they use language confidently and imaginatively. For example, young children exploring wooden animals extend their vocabulary as they learn new words, such as, 'grizzly bear, kangaroo and joey', going on to discuss a recent farm visit and the animals they saw there.

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and outcomes for children

Children's emotional development is promoted as they develop secure, trusting relationships with the childminder and her assistant and with their peers. Their behaviour is exemplary and they show an excellent understanding of the expected standards of behaviour as they organise their play and happily share the resources. All children are highly valued as individuals and engage in a wide range of activities that help them to value diversity and understand the cultures and lifestyles of others. For example, they share their family cultures and traditions, celebrate relevant festivals and access an extensive range of resources, such as books and role play items that give information and positive images. Children's development is further promoted as the childminder utilises all learning This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 opportunities. For example, children playing with a medical set are encouraged to

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and outcomes for children

discuss different bones of the body and how these are mended when broken.

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and outcomes for children

The excellent planning and provision of resources mean that children are encouraged to explore and experiment. For example, older children help themselves to magnifying glasses and look at toys through these, going on to talk with the childminder about how these make things look bigger and have a similar function to reading glasses. The attractive, accessible resources inspire children of all ages to make independent choices about their play. For example, older children choose remote-control bugs, working out how to use the controls to determine the direction, whilst younger children use a child-friendly digital camera, taking photographs and looking at these on the screen. Opportunities such as these enable children to play an active role in their own learning and to gain valuable skills for the future. Children show an excellent understanding of the relevance of following good personal hygiene routines. For example, they wipe their own noses

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and outcomes for children

and understand why it is important to dispose of the tissue and wash their hands afterwards. 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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