Childminder in Cambridgeshire

Inspection report for early years provision

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Unique reference number EY254985 Inspection date 28/03/2011 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 2003. He lives with his wife, who is also a registered childminder and three children aged seven, nine and 10 years in March, Cambridgeshire. The whole of the childminder's house is registered for childminding and there is a fully enclosed garden for outside play. The house is within walking distance of local amenities such as schools, the library, shops and parks. The family have four pet cats, one rabbit and goldfish.

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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. He is registered to care for a maximum of five children at any one time of whom no more than three may be in the early years age range when working alone. When working with his wife, he may care for a maximum of nine children of whom no more than six may be in the early years age range. Currently they are caring for 12 children under five between them, on a part-time basis and 10 school aged children before and after school on a part-time basis. Both childminders have joint responsibility for the childminding practice.

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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 works jointly with his wife who is also a registered childminder, to provide a safe, secure and welcoming environment in which all children clearly enjoy their time and where their development is consistently promoted. The childminder develops a very positive relationship with parents, seeking and taking account of their views in order to provide a very flexible service and to meet all children's needs. All of the required documentation is in place to promote children's safety and welfare although some require updating. Systems for observing and assessing children's development are well established.

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The overall effectiveness of the early years provision

Effective methods of self-evaluation ensure that the childminder has a clear picture of his strengths and areas that he wishes to further develop. Together with his wife, he demonstrates a firm willingness, commitment and enthusiasm towards continually developing his practice to ensure the best possible outcomes for the children he cares for.

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further?

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

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further?

 ensure that all policies and documentation are up-to-date and wording This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 reflects the Early Years Foundation Stage, this specifically relates to the complaints policy and record sheets  gather more in-depth information about children's starting points when they start so that the good progress they make can be clearly demonstrated.

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the early years provision

The childminder has a secure understanding of the signs and symptoms of child abuse and is fully aware of his duties to report any concerns that he may have about children in his care, to the relevant authorities. Along with his wife, he has attended advanced training in this area which ensures that his knowledge is kept up-to-date and relevant. The childminder uses clear and practical procedures such as daily safety checks and good quality risk assessments for continuously monitoring and reappraising the environment. Therefore hazards are minimised and children can move around freely and with confidence. He takes responsibility for ensuring that smoke alarms are checked regularly and keeps a record of these. Children's safety is effectively promoted on outings and school runs. For example, since the last inspection the childminder has put into place a clear record of which children go on outings and whether they go with him or his wife. This further

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the early years provision

serves to safeguard their welfare. A good range of policies and procedures further help to secure and underpin children's safety and welfare. However, the complaints policy and record sheets still refer to the National Standards which is no longer the legal framework used.

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the early years provision

The childminder provides a fully inclusive service; he has a clear knowledge about the individual children he cares for, based on information gathered from parents and his and his wife's own observations. Children's individual development is well promoted because the childminder has effective procedures in place to support, monitor and evaluate their progress and plan for their future learning. He is proactive in identifying gaps in individual children's learning and development and reviewing practice and the provision of activities accordingly. The childminder has experience of working with outside agencies in order to support any additional needs that children may have. The designated playroom and messy play/arts and crafts room provides children with a welcoming environment where toys and resources are freely accessible to them. This enables them to make independent choices about their play. The well-considered outdoor area has been further

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the early years provision

developed since the last inspection using a grant. Babies enjoy the outdoor carpeted area where they can enjoy fresh air and watch or access activities and toys. Older children enjoy helping care for the pet rabbit, painting on perspex sheets and riding their tricycles around the interesting pathways. Displays of children's art work and photographs all ensure that children enjoy an inclusive and welcoming setting and are able to feel a strong sense of belonging. The childminder and his wife deploy themselves well. For example, whilst one prepares snack or lunch, the other engages children in further activities and ensures the children are well supervised.

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the early years provision

A good relationship exists between the childminder and parents; this is evident from their questionnaire responses. For example, one comments that both This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 childminders are very accommodating and that their children are very happy and secure in their care. They appreciate the information that is shared with them, particularly in relation to their children's learning and development. For example, the individual weekly plan for each child includes information about children's next steps and how these can be supported at home, as well as the opportunity for parents to contribute their own comments about their child's learning at home. Parents receive updates through newsletters and other pertinent information is displayed on notice boards by the front door. Parents are kept fully abreast of their child's day through wipe clean daily diary boards for the babies and through daily

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the early years provision

discussions. The childminder has established positive partnerships with most of the other settings where children also attend. He writes to them, letting them know that he wishes to work in partnership with them and then shares and receives helpful information about their welfare and learning and development in order to promote a consistent experience for children attending more than one setting.

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the early years provision

The childminder continually strives to provide good quality care and education for the children that he and his wife care for. He uses the Early Years and Quality framework document to self-evaluate his provision and to identify areas that he wishes to improve. For example, the childminder has recently installed a covered water butt in the garden to enable children to access their own water for activities such as watering plants, adding to the sand or to wash their own toys and play equipment. This offers children more opportunities to become independent learners. Self-evaluation documents also detail how the recommendations from the previous inspection have been successfully addressed to further improve outcomes for children. The childminder attends regular training courses to further develop and refresh his knowledge and skills.

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and outcomes for children

The childminder demonstrates a good knowledge and understanding of the Early Years Foundation Stage and how to put this into practice to ensure that children make good progress in their learning. He supports children during activities effectively. For example, he encourages children to recognise the different colours they are using to make marks with paint on the perspex sheets in the garden. When children show a keen interest in how things such as play dough equipment work, he shows them first before allowing them time to experiment for themselves. He encourages children to notice differences and to make comparisons using size language, for example, by asking 'are they bigger circles or smaller circles' as they make spaghetti worms with a mould. Children enjoy the childminder's company as they challenge themselves to make a play dough worm that is bigger than his and the childminder uses this opportunity to reinforce

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and outcomes for children

language as the child further describes what he is doing.

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and outcomes for children

Observation, assessment and planning systems are well established and effective. A good range of information is gathered to evidence children's learning, progress and development. Both the childminder and his wife contribute towards these systems. For example, regular observations are recorded and next steps clearly This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 identified. These are clearly linked to the planning which ensures that activities meet all children's individual learning needs. A computer software programme is used to monitor and track children's progress towards the Early Learning goals and to identify any gaps in learning or observations recorded. However, starting points are not evidenced to demonstrate the progress children have made whilst in the childminders care. Medium and short term planning as well as photograph albums show that children are offered a broad range of activities. Plans are flexible to

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and outcomes for children

account for children's changing interests and for child-led activities.

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and outcomes for children

Children behave well. They enjoy each others' company and are very relaxed in both of the childminder's care. Their independence is effectively promoted, for example, as they pour their own drinks and peel and cut their own fruit at snack time. They have good opportunities to mark-make both indoors and outdoors. For example, they use the whiteboard outside to make marks and draw with pens. They enjoy stories and a good range of books are attractively displayed inside and out. This encourages children to develop a love of reading and an understanding that print carries meaning. Children's language skills are developing well. They communicate confidently and the childminder ensures that he spends time at the children's level, listening and responding to their chat. The childminder has lots of counting games and number resources to help promote children's interest and knowledge of counting. Some children confidently use numbers in their play. For

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and outcomes for children

example, one child says 'two bikes' as her and her sister use tricycles on the decking. Children are curious about things they notice in the environment such as the neighbour's dog barking. They learn about growing as they help to grow sunflowers and various vegetables. They also learn about lifecycles as they watch butterflies develop from chrysalises. Children have free access to a computer where they are able to develop their technology skills for the future. They have good opportunities to mix in the local community as they go on school runs, go to the shop to choose fruit for snack time or visit the activity groups. In this way, they gain a deeper understanding of the community they live in as well as having opportunities to socialise with others. Children are encouraged to develop an appreciation of diversity through a good range of resources in every day play as well as celebrations of key multicultural festivals.

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and outcomes for children

Children enjoy regular activities to promote their physical health and development. A lot of their learning takes place in the well-resourced outdoor environment which also ensures that they get lots of fresh air. If the weather is unfavourable, children have opportunities inside to develop their physical skills with the parachute, balls, skittles and bean bags. Children's creativity is promoted well through a wide range of activities and the many resources that are freely accessible to children in the designated room. Children develop strong exploratory skills as they investigate the varied treasure baskets made for different age ranges. For example, babies clutch hold of material rings and sway with them as they join in with singing time and older children ask questions about natural objects such as giant seed pods, rams horns and cones.

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and outcomes for children

Children's welfare is well promoted. Good hygiene routines are followed by the childminder and his wife. For example, nappy changing procedures effectively reduce the risk of cross-contamination as well as the provision of individually name hand towels for children, food preparation surfaces are cleaned prior to use and This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 the pet cats are kept out of the area during this time. Children understand the importance of washing their hands before meals and snacks. They sing songs whilst doing so, to remind them that washing the germs away will stop them becoming ill. The childminder works with parents' wishes regarding the provision of food. Food and snacks provided by the childminder are healthy, balanced and nutritious. For example, a choice of fruit is offered at snack time and meals cover all food groups. Snack and meal times are relaxed and social times where the

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and outcomes for children

childminder and his wife sit with the children and they enjoy positive interaction and conversation. Children begin to understand about healthy lifestyles through activities such as the 'Hungry Gorilla' game where they learn about identifying foods that are good and not so good for you. All documentation relating to the administration of any medication or recording of accidents when they occur, are kept appropriately and these records are stored in a confidential manner. Children are learning about their own and others' safety, for example, through topics on road safety and through daily practice when out and about in the local community. They understand rules in the garden such as not running with objects in case they fall and not throwing sand. Older children are reminded to be aware of younger children's safety when using certain toys or when building towers close to where babies sit. The childminder and his wife provide very positive role models for

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and outcomes for children

children. They are calm and relaxed in their approach and give children good levels of adult attention and interaction. This, and stimulating activities, ensures that instances of inappropriate behaviour are minimal. 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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