Childminder in Cambridgeshire

Inspection report for early years provision

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Unique reference number EY416222 Inspection date 21/06/2011 Inspector Lynn Clements

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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 2010. She is registered to care for a maximum of four children at any one time, of whom, two may be in the early years age group and of these one may be under one year at any time. The childminder is currently caring for one child in the early years age group on a part time basis. She is registered on the Early Years Register and on the compulsory and voluntary parts of the Childcare Register.

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Description of the childminding

The childminder lives in a residential area of Girton, Cambridgeshire, with her two children aged two and eight years. The whole of the property, managed by the childminder, is used for childminding and there is a fully enclosed garden available for outside play. The family have a pet cat.

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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 satisfactory.

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The overall effectiveness of the early years provision

The childminder has a sound knowledge of each child's needs, helping her to suitably promote their welfare and learning. Children are safe and secure and have opportunities to learn about the world around them. Partnerships with other settings, such as the local pre-school are adequate and those with parents are satisfactory in making sure that the needs of all children are met, along with any additional support needs. This means that children make sound progress, given their age, ability and starting points. The childminder has begun to reflect on her practice and responds to user needs.

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further?

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

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further?

 develop the current system of assessment for learning to make sure that children's next steps for learning are clearly identified and linked to the Practice Guidance for the Early Years Foundation Stage  develop further opportunities for parents and carers to share their children's learning and welfare records and provide clear opportunities for them to share learning that happens at home  develop further the current system of risk assessment to ensure they include everything with which a child may come into contact  develop further systems of self-evaluation to identify strengths and priorities for development that will continue to improve the quality of provision for all children. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

The childminder has relevant safeguarding literature in place including the contact numbers of the local agencies she would make a referral to, if she has a child protection concern. The childminder understands the relevance of criminal record bureau checks in order to protect children's welfare. Parents and carers are clearly made aware of her safeguarding responsibilities. The childminder has completed relevant training including paediatric first aid. This enables her to provide appropriate care to children in the event of an emergency. The childminder takes steps to eliminate risk and helps children to keep themselves safe. For example she compiles risk assessments covering inside, outside and for outings; however they do not currently include all child accessible areas and how possible hazards in these areas are minimised, such as, the living room and kitchen or how children are prevented from leaving her premises. All records required by legislation are in

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the early years provision

place and maintained satisfactorily. The childminder endeavours to provide a range of toys and resources for the differing ages and abilities of children. Resources are sufficient to support children's learning and development. The childminder is taking steps to ensure resources and the environments are sustainable. The childminder has a positive approach to diversity enabling her to help the children learn about the wider world around them. She adequately promotes equality and diversity and tackles unfair discrimination. The childminder has recent experience of supporting children with English as an additional language, using key words and phrases to support and help them integrate into her setting.

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the early years provision

The childminder communicates with other providers to satisfactorily support children's achievements and well-being, for instance as they move into pre-school. The childminder has a generally positive relationship with parents and carers. She takes time to discuss their child's achievements each day although opportunities for them to take home learning records and welfare diaries in order for them to securely share learning that happens at home are currently limited. Parents report that they feel their children are confident, safe and enjoy attending the childminder's setting. They also appreciate the time the childminder spends with them when their child first attends, helping them to learn about the policies and procedures of the childminder's setting and about the expectations of both parties.

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the early years provision

The childminder is beginning to seek and take account of the views of parents, through the use of questionnaires and open daily discussions. The childminder agrees her self-evaluation practice is in its infancy although she is taking appropriate action to monitor the service she provides and is sensitive to the individual care needs of different families.

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and outcomes for children

Overall, children make sound progress in their learning and development. Children are broadly content, settled and willingly take part in activities. The childminder This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 encourages them to develop their self-help skills as she provides a satisfactory range of child-height storage. This enables the children to make some self- selections and decisions about their play and subsequent learning. On the whole children know how to behave and how to use and care for their environment and resources, but sometimes need gentle reminders from the childminder. The childminder is consistent in her behaviour management approach helping to establish clear and fair boundaries. The childminder has a satisfactory knowledge and understanding of the learning and development requirements. She makes clear observations and takes the time to compile learning journals for each child.

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and outcomes for children

These include written observations, photographs and children own creations which are linked to the early learning goals. However, she is not yet consistent in identifying children next steps for learning and ensuring that these are based on the Practice Guidance for the Early Years Foundation Stage to make sure that progress can be securely plotted across all areas of learning.

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and outcomes for children

Children clearly enjoy the childminder's company and move freely around this friendly family environment. They enjoy developing their ideas about simple technology as they press different buttons on the electronic keyboard making different sounds much to their own amusement. Babies explore using all of their senses, for instance using their hands and eyes as they pull and push parts on the brightly coloured toy garage. The childminder interacts with them, using facial gestures as they begin to say single words, such as garage as they discover their communication skills. Babies and very young children use their voices to make contact and to let people know what they need, for example when they want their milk, and how they feel, establishing their own identities and personalities. Babies are beginning to develop an understanding and awareness of themselves as they study their own hands and feet and begin to move around the room, exploring the

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and outcomes for children

environment with interest. This is enabled by the childminder who provides sufficient space for them to move, roll, stretch and explore.

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and outcomes for children

Suitable nappy changing procedures are in place. Children are supported to develop their understanding about healthy lifestyles and how to follow appropriate personal hygiene routines. They enjoy opportunities to engage in physical activities, both indoors and out. Taking trips to the local parks where they can use larger apparatus to develop their balance and coordination. Parents and carers support the childminder's healthy eating programme and babies and very young children's health, physical and dietary needs are adequately met. Children are developing a sense of how to stay safe within the setting and when out and about the childminder helps them to learn about the importance of road safety. Babies and very young children are starting to develop a sense of security and confidence within the setting due to the generally good interaction of the childminder and her family. 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 3 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 3 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 3

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Stage

The extent to which children achieve and enjoy their learning 3 The extent to which children feel safe 3 The extent to which children adopt healthy lifestyles 3 The extent to which children make a positive contribution 3 The extent to which children develop skills for the future 3

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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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