Childminder in Cambridgeshire

Inspection report for early years provision

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Unique reference number EY282820 Inspection date 10/02/2011 Inspector Anna Davies

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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 2004. She lives with her husband and two children aged seven and 10 years in a village just outside of Peterborough, Cambridgeshire. The whole of the childminder's house is used for childminding and there is a fully enclosed garden for outside play. The house is within walking distance of local amenities such as schools, toddler groups, the library, shops and parks. The family have two cats and fish.

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Description of the childminding

The childminder is registered on the Early Years register as well as the compulsory and voluntary parts of the Childcare Register. She is registered to care for a maximum of five children under eight years at any one time, of whom no more than three may be in the early years age range. She is currently minding four children in this age group. She also offers care to children aged over five years.

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Description of the childminding

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 has a thorough knowledge of each child's needs, family circumstances and interests, enabling her to provide good quality care and education which is tailored for the individual children. She maintains positive partnerships with parents and uses the information shared between them to make sure children's needs are consistently met. She implements good assessment procedures, using the information gained from these to inform activity planning and ensure that children are offered effective support in their play and development. The childminder demonstrates a firm commitment towards improving and continuously developing the provision and has clear systems of self- evaluation in place to enable her to do this.

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further?

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

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further?

 consider ways to effectively use information given by parents about what they know their children can do, to further enhance the ongoing assessment of each child's learning and development  ensure that the child protection policy is written in line with Local Safeguarding Children Board guidance and procedures.

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the early years provision

The childminder has a good knowledge and understanding of safeguarding children procedures and has completed an online training course on this subject. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 This knowledge is underpinned by a written policy which is shared with parents. However, this policy is not written in line with the Local Safeguarding Children Board guidance and procedures to ensure that the childminder has an accurate point of reference in the event that she has concerns about a child in her care. Thorough risk assessments are conducted for the premises and all types of outing and clear records are maintained. Risk assessments show the childminder has a clear understanding of minimising risks and ensuring children's safety at all times. For example, camera monitors are used to ensure that children are effectively supervised if they choose to play in any of the rooms on the ground floor or if they

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the early years provision

take a nap in the playroom. The childminder is very well organised; clear documentation and good record-keeping promotes the safety and welfare of the children and underpins the good quality care offered.

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the early years provision

The childminder provides a welcoming and inclusive environment where each child is valued and they are clearly settled and comfortable in her care. Toys and resources are organised in the designated playroom, with resources for different aged children stored at appropriate heights so that they can access a good range for themselves. The childminder is looking to further develop this aspect of practice by providing young children with a toy and activity catalogue in order for them to be able to make more independent choices. The childminder has a 'Language policy' in place, outlining her commitment towards supporting children with English as an additional language.

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the early years provision

The childminder works positively in partnership with parents to ensure children's individual needs are fully met. Clear information is gathered from parents about their child before they start so that the childminder is aware of children's individual interests, needs and backgrounds. Parents regularly share information with the childminder about what their children can do. However, this information is not yet used effectively to support and enhance assessment arrangements for each child to provide a complete picture of their learning and development. A wealth of policies ensures that parents are clear about the service offered by the childminder. Children's progress is shared with parents through discussion, a written yearly review and through access to children's assessment files. Feedback from parents is extremely positive, commenting that the childminder 'goes that extra mile' and has a 'down to earth, honest and approachable nature'. They

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the early years provision

particularly make comment about the childminder's flexibility and appreciation of different family circumstances; always offering children a stable environment. Consistency is effectively promoted when children attend more than one setting. For example, the childminder has established effective partnerships with other providers also caring for children in her care. She ensures that pertinent information relating to their learning, development and welfare is shared so that positive outcomes for children are secured.

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the early years provision

The childminder strives to continuously improve using ideas from children and parents. She has attended various training courses since her last inspection. The childminder has completed the Ofsted self-evaluation form to evaluate her key strengths and areas for further development such as the creation of a vegetable patch to give children opportunities to grow their own. The recommendation raised at the previous inspection has been suitably addressed to ensure that the airing cupboard is not able to be accessed by children and that the downstairs bathroom This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 cabinet is now locked so that children cannot access harmful items. This demonstrates her good capacity to improve.

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and outcomes for children

The childminder clearly understands the children she cares for as individuals. She uses this knowledge to plan and support activities very well so that children make good progress in their learning. She gives children time to think for themselves such as when they are trying to match their puppet's features, that they are making, to the given picture. She extends and challenges more able children effectively. For example, seeing that a child ably uses the computer keyboard to write her own name on the screen, the childminder extends this to learn to write other familiar people's names, giving support when it is needed but also allowing the child time to achieve this by herself. The childminder asks open questions such as 'What's happened?' as she plays alongside children in their imaginative play. This encourages children to discuss and develop their play ideas further. Spontaneous activities are used well. For example, a picnic blanket becomes a

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and outcomes for children

flying carpet where children pretend they are princesses being transported to their castles.

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and outcomes for children

Planning, observation and assessment procedures are well-established. They give a clear picture of individual children's progress towards the Early Learning Goals. The childminder reviews and evaluates methods used to ensure they give secure information and are parent friendly. Clear starting point observations are recorded across all areas of learning which gives the childminder a good basis from which to start planning for children's individual learning needs. Children's progress is reviewed yearly across all areas of learning and shared with parents. Planning is flexible, based on children's interests, ideas and regularly identified and reviewed next steps.

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and outcomes for children

Children feel safe and secure and this is demonstrated through their contented, happy and confident disposition. They have developed very warm and trusting relationships with the childminder. They learn to work together during group games and games such as 'hide and seek' that require cooperation. They behave very well and are fully aware of the expectations and house rules when at the childminder's. Older children spontaneously use good manners and younger children are learning these quickly. They show consideration for others, for example, when making a musical shaker, as they comment 'I hope there are no babies sleeping, this will be loud'. Children have many opportunities to mark-make. For example, younger children enjoy experimenting with pens and older children begin to understand about different types of mark making by using computer software programmes for painting and drawing. Children have lots of opportunities

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and outcomes for children

to socialise with others at local toddler groups. The childminder constantly talks to the children, engaging them in interesting discussions; this helps to promote their language development. Children learn cause and effect as well as how to solve simple problems. For example, a musical shape sorter encourages them to fit shapes into different coloured holes, playing music when they are successful. They develop counting skills through everyday activities such as counting the beads they This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 are threading or the bricks they are constructing with. Children are curious about things they observe such as when they feel tin foil, describing it as 'shiny, like the stars in the sky'. They develop an appreciation of nature, for example, as they go on bug hunts for ladybirds, spiders and worms. They grow wild flowers from seed to begin to learn how to take care of living things and what they need in order to

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and outcomes for children

grow and survive. Children take part in multicultural festival celebrations such as Chinese New Year, watching a traditional dragon dance at the local Chinese restaurant. These types of activities help children to appreciate the diverse society in which they live. Children are very much encouraged to recognise that each of them is individual with similarities and differences and that they all have equal opportunities. All of these simple activities begin to lay secure foundations to support the children's future economic wellbeing.

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and outcomes for children

Children's physical development is promoted well. They are offered lots of exercise opportunities. If the weather is inclement, planning is flexible to allow children fun activities such as 'puddle jumping' or alternative indoor physical activities such as dancing or obstacle courses, are set up. Children's fine motor skills are developing well through activities such as sewing and threading with plastic needles and wool where they ably manipulate the material to sew effective stitches, creating their very own puppet. Children begin to understand about leading a healthy lifestyle as they use their fruit and vegetable place mats as reminders of healthy options and help to shop for fresh, healthy produce. Children's creativity is promoted well through a good range of art and craft, role play, music and movement and cooking activities.

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and outcomes for children

Children's welfare is effectively promoted. Children are cared for in a very clean, homely environment and learn effectively at a young age about maintaining their own personal hygiene. Older children spontaneously remember to wash their hands after toileting and the childminder praises this with phrases such as 'well remembered' so that these good routines are continually reinforced. Toys are clean and in very good condition. The childminder has very good systems in place to ensure that good hygiene is promoted at all times. For example, the kitchen is completely cleaned down each day to ensure that the risk of cross-contamination from the pet cats is minimised. Lunch is provided for children by parents and the healthy eating policy is shared with them so that they are aware of the childminder's commitment towards healthy eating for the children in her care. Furthermore, the childminder checks and records fridge temperatures to ensure

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and outcomes for children

that the storage of children's lunches brought in from home, is suitable. Snacks provided by the childminder are balanced and nutritious. Children clean their teeth after lunch which further promotes their good health and hygiene. The childminder ensures that children have free access to drinks so that they remain well hydrated throughout the day. The childminder has a clear understanding about recording any medication that needs to be administered to children and accident records are maintained clearly so that relevant information can be shared with parents. The childminder demonstrates a good understanding of behaviour management, praising and encouraging children as they play. Certificates are awarded for achievements such as being polite and sharing with friends. This boosts children's self-esteem and feelings of self-worth. 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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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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