Childminder in Cambridgeshire

Inspection report for early years provision

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Unique reference number EY345867 Inspection date 24/05/2011 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 2007. She lives with her husband and two children aged six and 15 years old in a village close to Cambridge. The whole of the childminder's house is used for childminding and there is a fully enclosed garden for outside play. The childminder is able to take and collect children from local schools and pre-schools. The family has a pet Rabbit.

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Description of the childminding

The childminder 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. There are currently five 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 to 11 years. She is registered on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register. The childminder supports children with special educational needs and/or disabilities and children who speak English as an additional language. The childminder is a member of the National Childminding Association. She is an accredited childminder to provide 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 excellent understanding of the Early Years Foundation Stage. She is passionate about ensuring inclusion is embedded throughout her practice and children's learning is inspired by their own interests. The childminder helps children to make excellent progress towards the early learning goals at their own pace. The partnership with parents and carers is a key strength and this significantly contributes to the care, learning and well-being of the children. An extensive range of well-written policies and procedures are given to parents and the childminder has meticulously written self-evaluation systems with clear targets to improve her services to a very high quality.

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further?

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

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further?

 developing further effective practice to allow children to make independent choice to play in the garden.

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the early years provision

The childminder has extensive knowledge about safeguarding children and promoting their welfare and learning. She has completed basic and advanced child This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 protection training and has comprehensive information about procedures to follow. Information is available for parents and, consequently, children are effectively protected from harm and neglect. She has well considered emergency plans in place to further protect children. The childminder implements robust and vigorous procedures to ensure that all adults having unsupervised access to them are suitable to do so. A comprehensive written risk assessment identifies how potential hazards have been identified and addressed in the home and on outings. This ensures children are kept extremely safe from harm. Excellent hygiene practices are meticulously followed to prevent the risk of infection and the childminder

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the early years provision

ensures she updates her registration with the local environmental health authority and level 2 food hygiene training. All policies and procedures are regularly updated and reflect changes to legislation. Up-to-date and fully comprehensive documentation enables the childminder to implement current best practice at all times.

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the early years provision

The childminder has a significant awareness of equal opportunities and her excellent example teaches children to value diversity both in the home and in the wider world. Inclusive practice is threaded through everything the children experience, with their awareness and respect of each other's differences and equal access to everything on offer. The learning environment is very well organised with easy access to resources that meet the needs of the children attending. The children can help themselves to items of their choice from low shelves or drawers that are labelled with pictures that show the contents. The childminder rotates what is available to the children so that they are not overwhelmed by choice but always have plenty of exciting opportunities available to them.

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the early years provision

The childminder has excellent working relationships with parents and others to ensure inclusive and continuous care for children. Through the use of informative daily diaries, displays and extensive methods of communication, parents are well informed about their children's care, learning and development. The attractive record of children's achievements provides parents with an accurate view of children's progress. Links with other providers are effective and promote the continuity of children's learning. For example, the childminder takes time to talk with playgroup staff so that any topic work can be extended with the children whilst they are in her care.

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the early years provision

The childminder has a wealth of experience in childcare. She is a qualified nursery nurse and has gained accreditation and attends ongoing training to keep her knowledge and skills up to date. The childminder has completed Early Years Foundation Stage learning and development records planning. This enables her to effectively put the principles into practice so that children's care and learning are fully supported. The childminder's strengths are extensive but she still strives to improve the service that she provides for children by placing a huge emphasis upon her own professional development. For example, the childminder recently updated her first aid training, engaging with boys and special educational needs. The childminder also completed the training for equalities and supporting children with behaviour and social difficulties. She actively takes on board new ideas in order to enhance her own practice. For example, she recently introduced new

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the early years provision

assessment sheets to complement her record of children's achievements. The childminder is enthusiastic and has ambitions to raise further the standards of care This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 and learning for all the children in attendance. She has a clear vision of developments she wishes to make and has the confidence and capability to make continuous improvement. The Ofsted self-evaluation form has been completed comprehensively. Parents' views are regularly obtained. This is achieved through the highly effective questioning used in the parent questionnaires the childminder has devised. Parents speak very highly about the childminder and state that the key strength is the well-established experienced childminder who is caring and patient and provides home to home five star service.

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and outcomes for children

Children have lots of fun and thoroughly enjoy themselves as they explore and investigate. They are making significant progress towards the early learning goals. Their progress is well recorded, using observations and assessments which are linked to the Early Years Foundation Stage. The childminder plans for children s ongoing development based around their interests and learning styles. She is extremely skilled at developing individual children's knowledge and understanding through providing purposeful activities and play that effectively meet the needs of all the children in her care. Children engage in a wide range of interesting activities, which are child led or initiated and flexible to meet individual needs. Through effective interaction with the children the childminder draw out learning and ensures appropriate levels of challenge are available for all. Children's sense of belonging is exceptionally well fostered as children feel confident to explain

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and outcomes for children

childminder what activities they like to do. Their levels of concentration are excellent as they are allowed to spend time at their own chosen activity. Language is well developed, often in both English and the child's family language, as the childminder effectively talks to the children, extending their learning and knowledge. She asked open ended questions to extend children's learning. For example, children explain what ingredient and equipment they need to make a cake. Children practise their writing skills as they use paint, pencils and crayons to write letters and draw pictures. Children are introduced to the pleasure of books as they can self select their favourites from the book shelves. They communicate effectively, sharing ideas, asking questions and responding positively to requests from the childminder.

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and outcomes for children

Young children enjoy their learning as the childminder interacts with and teaches them most effectively. She continually responds to their early communications, talking about what they and she are doing. She supports and challenges them continuously by asking, for example, where is your nose? Where are your feet and where are your eyes? This helps young children to learn about their body parts. Children are highly supported to develop problem-solving and other mathematical skills within their daily play. They learn about different shapes, sizes, quantities and colours as they use a wide variety of resources and take part in preparing their own lunch, cooking activities to make cakes and fruit-smoothes. This makes learning fun. Children also handle many battery operated toys and access learning programmes on a computer and, as a result, are confident with modern technology. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

The childminder is an excellent role model and uses her skills to create a calm and happy environment where children learn to work harmoniously with others. They learn that each one of them is important to her and valued as an individual. Children's behaviour is exemplary. They are extremely polite to the childminder and to visitors. Older children help the younger children who are encouraged to appreciate their help by saying 'thank you'. Children demonstrate good manners in their dealings with each other and when requesting things. Children thrive because their health and nutritional needs are very well met. Children learn the importance of good personal hygiene, such as washing hands to keep them clean and cleaning their teeth. The childminder's commitment to encouraging healthy eating also ensures children have a balanced and nutritious diet that is kind to their teeth. Children have healthy meals and a variety of organic fresh fruits for snacks. The

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and outcomes for children

older children demonstrate a very good awareness of healthy foods. They routinely talk about what they have eaten for their lunch and what are the benefit of eating healthy food. They are involved in preparing their lunch and receive praise for trying different types of foods. Although, children are unable to make independent choices to play in the garden, they have many opportunities to become physically healthy because they explore the country park bridges and frequently visit Waresley woods. They play games, such as 'The Billy Goats Gruff'. Children also access a good range of play equipment in the garden which help develop their physical skills.

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and outcomes for children

Children are consistently helped to learn how to keep themselves safe, for example by learning about road safety when they are out and learning about fire safety when involved in cooking activities. Older children clearly demonstrate that they understand how to keep themselves safe. For example, children explain to the childminder if they touch the hot oven their hand will be burned and they will have to go to the hospital. Children's social skills and ability to communicate with others are rapidly enhanced, so that they are developing the underpinning skills needed for their future success. Children enjoy the activities that they participate in and learn signing as a different method of communication. They access a variety of resources and activities to help them positively explore and value differences and similarities in the wider world. All children enthusiastically take part in the preparations to celebrate the Royal Wedding with other childminders. They also go

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and outcomes for children

on trips out or are actively involved in activities in the local and wider communities to widen their knowledge. 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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