Childminder in Cambridgeshire

Inspection report for early years provision

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Unique reference number EY102123 Inspection date 20/03/2012 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 2002. She lives with her two children aged five and seven years in a town on the outskirts 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, the library, the children's centre, shops and parks. The family has a budgie.

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Description of the childminding

The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register to care for a maximum of four 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 one child in this age group. She also offers care to children aged over five years. 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 provides an inclusive service to children, which means their welfare and development needs are effectively met and they make good progress in their learning. She takes positive steps to promote children's safety and all of the required documentation is in place to support their welfare. The childminder has established friendly relationships with parents and works closely with them to ensure children's individual needs are well met. Systems of self-evaluation are generally good and ensure the childminder continually improves the quality of the provision she offers while seeking and taking into account parents' views.

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further?

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

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further?

 develop further the use of information gathered about children's learning so that parents have opportunities to contribute to the record of their child's progress towards the early learning goals  ensure the systems of self-evaluation are reviewed regularly, in order to continue to prioritise future developments and improvements.

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the early years provision

The childminder is clear about informing Ofsted of any significant event that may have an affect on the care of the children. She has a good understanding of the procedures to follow should she have any concerns about a child in her care. The childminder has attended safeguarding training and has a clear written policy in place to share with parents so that they are fully aware of her responsibility This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 towards protecting children from harm. Effective risk assessments are conducted and records maintained. These demonstrate that the childminder has a clear understanding of the potential risks to children's safety and the necessary action required in order to minimise these. All records, policies and procedures required for the safe and efficient management of the provision are in place. The childminder has refreshed her first aid qualification, ensuring she is able to deal

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the early years provision

effectively with any minor injuries. All records relating to the administration of medication or accidents are well maintained, which safeguards children's health and well-being. Children demonstrate that they feel safe and secure in the childminder's care. They learn about safety as they are reminded to sit down while they eat and to sit still on chairs.

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the early years provision

The playroom houses a good range of toys and resources which children are able to freely access. These are rotated according to children's needs, ages and interests, with others stored in the garage and upstairs. Children benefit from attendance at a wide variety of local groups. This broadens the range of activities they participate in and ensures they have lots of opportunities to socialise with others. The childminder promotes an inclusive service. She has previous experience of caring for children with special educational needs and/or disabilities as well as those who speak English as an additional language. She is able to discuss effective strategies that she would use to ensure all children make good progress and feel fully included. Although none of the minded children currently attend other settings, the childminder has a sound awareness of how she would share information to ensure a consistent experience for each child. Close, friendly

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the early years provision

relationships with parents have enabled the childminder to fully understand and provide for children's individual needs. She uses regular discussion, daily diaries and texts to keep parents fully informed about their child's day and activities.

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the early years provision

The childminder has worked hard to put into place all of the Early Years Foundation Stage requirements. She seeks advice and support from her local authority advisors as well as other childminders. The childminder is committed to her own professional development and has attended a wide range of training courses since the last inspection. She uses the Early Years Foundation Stage Framework to assess her practice and to devise action plans to support and prioritise future improvement and developments. However, this has not been formally reviewed in the last year. The childminder ensures she is responsive to the needs of her users by asking parents to complete questionnaires, with feedback from these being extremely positive.

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and outcomes for children

The childminder engages with children and ensures they are involved in play according to their abilities and needs. For example, she shows children how to draw around their hand before challenging them to try for themselves, whilst introducing simple counting as they draw around each finger. Observation, planning and assessment systems are effectively established. Longer observations as well as children's 'wow' moments are recorded, linked to the relevant areas of learning and used to identify children's next steps. Planning takes account of this This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 information as well as being reflective of children's individual routines and attendance patterns. Ongoing dialogue with parents keeps the childminder up to date with children's individual needs. However, there is less evidence of their input into their child's learning journey about what their children know and can do at

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and outcomes for children

home, to further enhance the childminder's assessments.

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and outcomes for children

Children are very happy, settled and confident in the childminder's care. They share warm relationships with her and enjoy her enthusiastic company. Children ably make choices about their play and spend extended periods of time enjoying small world play. Children freely select books, looking through them both independently and listening to the childminder as she points out pictures and asks simple questions to extend their thinking. Children are confident communicators and express themselves freely. They demonstrate a clear understanding as they answer simple questions, such as where other minded children are. Children show an exploratory nature as they look through the large toy box and find different items of interest. They learn about the world around them through activities, such as bug hunts, outings to places of interest and visits from reptiles at the local group they attend. Children enjoy helping to care for the pet budgie and begin to

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and outcomes for children

understand about caring for living creatures. Children access a range of suitable resources which promote a positive view of the wider world and help them to understand about differences and similarities. All of these simple activities lay secure foundations to support children's future learning. Children enjoy regular fresh air and exercise as well as the use of equipment and resources at the local children's centre to support their physical skills and sensory development. Their creativity is promoted through a wide range of art and craft, role play and musical activities.

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and outcomes for children

Children wipe their hands before eating snack and mimic their growing understanding of these good hygiene routines in their role play. For example, they wipe their doll's face before their own. The childminder works with parents with regard the provision of meals. If providing food for children herself, such as snacks and evening meals, she ensures that these are varied, healthy and balanced. Children behave well, and any incidents of inappropriate behaviour are fully discussed with parents to ensure that strategies used are consistent with those used at home. Regular praise boosts children's self-esteem and confidence. 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 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 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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