Childminder in Cambridgeshire

Inspection report for early years provision

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Unique reference number EY435694 Inspection date 04/04/2012 Inspector Kelly Eyre

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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 2011. She lives with her husband and child aged one year in Upper Camborne, Cambridgeshire. The whole ground floor of the property is used for childminding and there is a first floor bedroom for children requiring undisturbed rest. Children have access to the fully enclosed garden for outside play. The childminder is able to take and collect children from local schools and pre-schools.

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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 two may be in the early years age range. There are currently two children on roll who are within the Early Years Foundation Stage, both of whom attend on a part-time basis. The childminder also offers care to children aged over five years. She is registered on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register. 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 implements effective assessment and planning procedures, enabling her to support children in making satisfactory progress in their learning and development. She regularly evaluates her work, making changes to address any weaknesses and thereby demonstrating an effective capacity to continue to improve the outcomes for children. The childminder's good partnerships with parents facilitate the exchange of information, meaning that she gains a thorough understanding of each child's needs. This enables her to ensure that children's individual needs are met and they are included in activities and daily routines. The required documentation and procedures are in place but some are not yet fully developed.

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further?

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

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further?

 develop further the assessment and planning procedures in order to plan and update the next steps in a child's developmental progress, and regularly review this approach  develop a culture of reflective practice, self-evaluation and informed discussion to identify the strengths and priorities for development that will improve the quality of provision for all children  provide further opportunities for children to increase their awareness of their own cultures and beliefs and those of other people. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

Children's welfare is effectively promoted because the childminder has a clear understanding of her responsibilities relating to safeguarding children. This is supported by a written procedure, enabling her to identify any children at risk and take necessary action. The childminder ensures that all household members have undergone relevant suitability checks, further promoting children's welfare. Clear risk assessments help to ensure that children's safety is considered in all areas of the home and on outings. Ongoing explanations from the childminder help children to build their understanding of safety issues. For example, they talk about road safety and practise this each time they are out.

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the early years provision

The childminder is committed to making changes to her work that will improve the outcomes for children. She informally evaluates her practice in order to identify possible strengths and weaknesses, introducing changes to address these. For example, recent improvements include the use of journals for each child to record their activities and progress, helping to inform the planning of further activities and resources. However, the self-evaluation process is not fully utilised to inform the overall review of daily practice and to evaluate the impact of any changes made. Children's learning and development are supported because the childminder makes effective use of resources. For example, she uses community facilities, such as a soft play centre and a toddler group, in order to offer children additional experiences.

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the early years provision

The childminder has appropriate policies that support her in providing an inclusive service. For example, she has procedures to ensure that she gathers relevant information about each child's needs. This enables her to offer them appropriate support so that they make sound progress in their learning and development. The childminder builds good relationships with parents, keeping them well informed of their child's progress, for example, through the use of detailed daily journals. Currently there are no children on roll who attend other early years provision. However, the childminder understands the importance of working closely with other providers to support children's continuity of care. The childminder does not currently care for children who have special educational needs and/or disabilities. However, she appreciates the relevance of working with outside agencies to ensure that children's needs are met effectively.

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and outcomes for children

The childminder has a sound understanding of the Early Years Foundation Stage, enabling her to support children in making satisfactory progress in their learning. She observes children as they play, assessing some of this information in order to inform activity planning and provide activities that support children's development. However, this is not fully promoted because the assessment and planning procedures do not show how children's next developmental steps are consistently updated and fed into the overall planning. The childminder prioritises children's This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 safety, and their behaviour demonstrates that they feel safe and secure with her. For example, they are confident in making independent choices about their toys and resources. They are therefore starting to take an active role in their learning and are developing positive attitudes towards this.

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and outcomes for children

Children's development is promoted as the childminder joins in with their play to extend this. For example, they have time to explore simple puzzles before the childminder encourages them to talk about the illustrations, make the noises of the animals illustrated and find the corresponding numbers. Children's individual learning needs are met because the childminder adapts activities appropriately. For example, when children of varying ages read a book together, older children are encouraged to lift the flaps and join in with the story, while younger ones giggle as they make the animal sounds. The provision of additional resources helps extend children's learning. For example, their creativity is promoted as they use dry pasta to make necklaces and pictures.

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and outcomes for children

The childminder's effective daily organisation means that children are offered regular opportunities to interact with their peers and try new activities. For example, they enjoy using a soft play centre and attending a messy play session. The childminder uses children's interests to help promote their learning. For example, after noting that younger children enjoyed music, the childminder provided additional opportunities in this area, including singing together and exploring a range of musical instruments.

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and outcomes for children

Children gain skills for the future and increase their knowledge of the uses of information and communication technology as they access an appropriate range of resources. For example, young children use toy telephones and interactive activity centres and books. Effective daily practice and ongoing discussions enable children to gain a sound awareness of healthy lifestyles. For example, they wash their hands before eating, singing a song to support this and to reinforce their understanding.

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and outcomes for children

Children's emotional development is promoted as they develop appropriate relationships with the childminder and other children. The childminder encourages them to share and to respect each other, promoting their understanding of appropriate behaviour. Children's knowledge of diversity is developing as they access relevant resources. For example, they read books which have positive images and information about other cultures. However, their wider awareness of their own cultures and beliefs and those of other people is not extended and fully promoted. 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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