Childminder in Cambridgeshire

Inspection report for early years provision

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Unique reference number EY255005 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. She lives with her husband, who is also a registered childminder and three children aged seven, nine and 10 years. They live 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. She is registered to care for a maximum of six 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 her husband, she 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 and Fenland Childminding Network. The childminder is accredited and currently in receipt of funding for nursery education.

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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 her husband 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 her strengths and areas that she wishes to further develop. Together with her husband, she demonstrates a firm willingness, commitment and enthusiasm towards continually developing her practice to ensure the best possible outcomes for the children she cares for.

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further?

To further improve the early years provision the registered person should: This inspection was carried out under sections 49 and 50 of the Childcare Act 2006  ensure that all policies and documentation are up-to-date and wording 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 her duties to report any concerns that she may have about children in her care, to the relevant authorities. She has attended advanced training in this area which ensures that her 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. 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 her or her husband. This further serves to safeguard their welfare. A good range of policies and procedures further help to secure and underpin children's

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the early years provision

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; she has a clear knowledge about the individual children she cares for, based on information gathered from parents and her 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. She 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 developed since the

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the early years provision

last inspection using a grant. Babies enjoy the outdoor carpeted area where they get plenty of fresh air fresh air and watch or access activities and toys. Older children enjoy helping care for the pet rabbit, painting on perspex sheets, mark- making on the whiteboard 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 her husband deploy themselves well. For example, whilst one prepares snack or lunch, the other engages children in activities such as singing 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. She writes to them, letting them know that she 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 she and her husband care for. She uses the Early Years and Quality framework document to self-evaluate her provision and to identify areas that she 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 is proactive about bringing ideas back from training courses. For example, she has just attended 'Engaging boys' training and has used ideas to further develop outdoor learning

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the early years provision

opportunities such as collecting large sticks for imaginary play and for making dens.

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and outcomes for children

The childminder demonstrates a clear knowledge and understanding of the Early Years Foundation Stage. She provides a wide range of activities and learning experiences to ensure that children enjoy their time and make good progress in their learning. She understands how to effectively support children so that they are challenged in their thinking as well as supported when necessary. For example, whilst reading a favourite story book, she leaves the ending of the repeated refrains blank which gives children the opportunity to use their knowledge of the story and language skills to complete the sentences. She successfully filters through counting into activities such as when she is drawing creatures on the white board with a child; she helps the child to count eight legs on the spider or the number of spots on the ladybird. The childminder understands how to make learning fun with the use of props. For example, she sings songs using toys and

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and outcomes for children

puppets which enhance the children's enjoyment and participation levels as well as appealing to all ages. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 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 herself and her husband contribute towards these systems. For example, regular observations are recorded and next steps clearly 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 childminder's care. Medium and short term planning as well as photograph albums

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and outcomes for children

show that children are offered a broad range of activities. Plans are flexible to 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 other's 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 paint on perspex sheets outdoors, mixing colours and experimenting with paintbrushes. 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 spends much of her time at their level listening and responding to their chat. Children confidently use size comparison language in their play. For example, as they make worms from play dough they compare the longest and shortest, commenting 'Look, it's

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and outcomes for children

bigger than that one'. 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. Babies are encouraged to develop their walking skills as the childminder holds both their hands, walking them around the garden, taking their lead about where they want to go. 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 during singing time and older children ask questions about natural objects such as

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and outcomes for children

giant seed pods, rams horns and cones. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 Children's welfare is well promoted. Good hygiene routines are followed by the childminder and her husband. For example, nappy changing procedures effectively reduce the risk of cross-contamination as well as the provision of individually named hand towels for children, food preparation surfaces are cleaned prior to use and 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 parent's 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

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and outcomes for children

all food groups. Snack and meal times are relaxed and social times where the childminder and her husband sit with the children and they enjoy positive interaction and conversation. This also helps to reinforces positive messages with regards healthy eating, for example, as the children see the childminder enjoy her own choice of fruit. 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

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and outcomes for children

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 her husband provide very positive role models for 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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