Childminder in Cambridgeshire

Inspection report for early years provision

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Unique reference number 222438 Inspection date 19/01/2011 Inspector Gyatri Rupal

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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 1995. She lives with her husband and three grown up children in a village near Cambridge. A playroom, hall, kitchen and dining room are used for children. There is a fully enclosed garden available for outside play. The childminder is able to take and collect children from local schools and pre-schools. The family has one dog.

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Description of the childminding

The childminder is registered to care for a maximum of 6 children under eight years at any one time, of whom no more than 3 may be in the early years age range. There are currently three children attending who are within the Early Years Foundation Stage, all of whom attend on a part-time basis. The childminder also offers care to children aged over five years to11 years. She is registered on the Early Years Register and on both the voluntary and compulsory parts of the Childcare 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 recognises the uniqueness of each child and effectively promotes inclusive practice so that children feel secure and valued. She deploys her resources well, enabling children to make independent choices and become active learners. A well planned daily routine ensures that the children make good progress towards the early learning goals. Effective partnerships with parents contribute to children's care and learning. The childminder is committed to continually reflecting and evaluating her practice to improve outcomes for all children.

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further?

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

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further?

 establish links with other professionals who are involved with Early Years Foundation Stage for continuity of care and learning  develop clear systems to obtain starting point from parents with regard to their child's development and use ongoing observational assessment to inform planning for each child's continuing development through play-based activities This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

The childminders policies and procedures are effectively implemented to support children's safety, care and learning. The childminder has a good understanding of her responsibilities for the children in her care and effectively safeguards their welfare. She knows what steps to take if she has concerns about a child and has the local safeguarding procedures to hand. All adults who have access to children have undergone suitability checks. Risk assessments are clear and detailed to ensure that hazards are identified and minimised and rigorous daily checks further improve children's safety. Good hygiene practices are followed to prevent the risk of cross-infection. The childminder has attended training in first aid and child protection to ensure children's well-being is substantially increased.

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the early years provision

The childminder organises a variety of play resources within easy reach of the children, enabling them to make choices freely and safely. This supports children in becoming independent learners. Children enjoy a variety of practical activities which value diversity and encourage children to appreciate differences. The childminder ensures activities and learning resources reflect positive images of gender roles, different cultures and disability. The childminder uses her time very well, totally focusing on the needs of the children. This ensures they have plenty of free play, engage in some activities in the local community, and that she maintains care routines from home, balanced with constraints such as collection times.

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the early years provision

Partnerships with parents are well established. All relevant information is exchanged, which allows the childminder to meet individual children's needs and helps to create consistency between the home and the setting. Parents are kept well informed of the services provided by the childminder. For example, by the written information given to parents about the childminder's policies and procedures and through information displayed in the home. However, there is no process to agree with parents on a baseline starting point for children. Links with other provisions attended by children are not fully established to ensure detailed information is shared about children's welfare and progress.

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the early years provision

The childminder is strongly committed to improving her provision by attending training and extending her knowledge and ideas for activities. For example, the childminder has completed training on reflective practice, Early Years Foundation Stage learning and development and training relating to letters and sounds. Recommendations raised at the last inspection have been successfully met. For example, the childminder attended child protection training to develop her understanding and knowledge of safeguarding issues. She is setting clear targets for herself, including developing systems for observing and recording what children do and the progress they make. Views from parents are sought regarding how to improve the children's outcomes. The childminder has highlighted areas for future development, demonstrating that she has capacity to maintain continuous improvement. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

Children are confident and secure in their surroundings and they display a strong sense of belonging. A child-centred environment is created in the designated playroom where children access their play resources independently to initiate their learning. This helps to develop their self-esteem and confidence. Children enjoy lots of play experiences and the childminder readily responds to child-led play. She sustains a high quality of interaction with the children which develops their positive attitude to learning. The childminder is skilled at adapting activities in accordance with the child's level of understanding. She has begun to assess children by observing their progress. She uses a learning journal and annotated photographic observations of children's learning to record this. However, planning and assessment systems do not yet clearly identify the next steps for children's learning.

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and outcomes for children

The childminder confidently encourages children to develop their own play, and adapts the planning to suit the needs and interests of the children. Children's independence is therefore promoted, enabling them to play an active role in their learning and thus develop skills for the future. Children are involved in a range of activities which develop their creative skills. For example, children are involved in cooking activities and they enjoy using various musical instruments to create new sounds. Planned activities increase their awareness of the world as they plant seeds in the garden and watch how they grow. They learn how to milk a cow when they visit a local farm. Children have access to a variety of resources which help them learn about diversity.

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and outcomes for children

Children's recognition of colours, numbers and shapes are incorporated into daily routines and play activities. Children count when reading books and playing with toys. They talk about colours and shapes when they paint. The childminder encourages children to mix two colours together to discover a new colour. Children develop their communication skills as they confidently talk with the childminder and explain their play. Children enjoy reading stories with the childminder and singing nursery rhymes. They draw with their fingers and make marks on paper with crayons which help develop their writing skill.

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and outcomes for children

Children are encouraged to be healthy and learn to keep themselves safe through practical activities and discussions with the childminder. They learn the importance of good hygiene practice within their daily routine. Children are aware of the need to wash their hands before eating and to use their own cups for drinking. They bring in a healthy lunch from home and enjoy fresh fruit for snacks at the childminder's home. They play freely in the garden using a variety of toys and equipment. They help tidy up toys after they play, learn about road safety through discussions and chat about stranger danger. Children's positive behaviour is consistently prompted and recognised. The childminder constantly praises the children which helps them build their confidence. Children are kind and considerate to one another. They develop knowledge and social skills that equip them well for the future. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

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 3 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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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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