Childminder in Cambridgeshire

Inspection report for early years provision

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Unique reference number EY330790 Inspection date 30/03/2012 Inspector Veronica Sharpe

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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 lives with her family, which includes two children aged eight and seven years, on the outskirts of Cambridge. Minded children use the whole of the premises and there is an enclosed garden for outdoor play. The childminder lives within walking distance of a primary school, pre-school groups, shops and parks. The family has five pet cats.

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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 five children under eight years at any one time, three of whom may be in the early years age group. There are currently six children on roll in the early years age range.

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Description of the childminding

The childminder is a member of the National Childminding Association and is part of an accredited childminding network. She is able to accept children eligible for early years funding.

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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

Children enjoy their time in the setting and take part in a broad range of interesting and relevant activities. Positive partnerships with parents and others who care for the children enable the childminder to offer consistent and inclusive care. She is a keen and enthusiastic practitioner who attends training regularly to increase her knowledge. Evaluation of the provision is generally effective.

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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 the garden to provide children with a wide range of stimulating activities  review the methods for evaluating the quality of practice in order to focus more effectively on strengths and areas for future development.

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the early years provision

The childminder has a clear understanding of safeguarding issues and attends training regularly to update her knowledge. Written safeguarding procedures are shared with parents so they know about her responsibilities to keep children safe. Thorough risk assessments for the home, activities and outings ensure children play in a safe environment. The childminder checks fire equipment regularly and ensures children understand about emergency evacuation procedures. All essential documentation is in place, including policies, procedures and appropriate parental permissions. This promotes the safety and welfare of the children and This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 underpins the good quality of care offered.

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the early years provision

The childminder has established positive two-way partnerships with parents and carers. Flexible settling-in procedures give parents and children time to become familiar with the setting, and as a result children are confident and secure. The childminder keeps parents well informed about their children's activities and welfare through daily conversation, email or text, and regular newsletters ensure parents know about any special events. Parents indicate they are very pleased with the quality of care and education. They say their children become part of the childminder's family and that she is reliable and flexible.

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the early years provision

The childminder is aware of the importance of developing links with others who care for the children, for example, she makes links with the children's key person in daycare settings. Children take their scrapbooks with them to nursery or pre- school to share their activities. This helps to ensure other providers have a good understanding of children's achievements. Although the childminder is not currently caring for children with special educational needs and/or disabilities, she is familiar with the systems that would enable her to seek help and support from specialist agencies.

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the early years provision

The childminder organises her home effectively to meet children's needs. She lays out a suitable range of resources each day that reflect children's interests, such as trains and cars, and has low-level storage for other toys and equipment. This enables children to make their own choices and become active learners. The childminder shows a good commitment to improving the quality of her provision. She attends courses regularly to update her skills and meets with other childminders to share new ideas and resources. Parents and children are asked for their opinions of the service so that improvements can be made. The childminder's self-assessment provides a good overview of the provision, but is mainly an enjoyable description of her practice, rather than a clear focus on strengths and areas for development.

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and outcomes for children

Children settle well and have clearly developed a warm relationship with the childminder and her family. They enjoy interacting with the childminder and welcome her involvement in their activities, for example, as she helps them to line up toy cars. Children's confidence and self-esteem are promoted well because the childminder praises them readily. She shows she values their company by giving them her time and attention. Children make good progress in their learning and development because the childminder knows them well. She works closely with parents and others who care for the children so she understands their interests and abilities. Observations, photographs and examples of artwork provide an entertaining and perceptive record of what children enjoy and can do.

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and outcomes for children

The childminder helps children learn about diversity through resources and planned activities. Children find out about festivals from different cultures and religions, such as Chinese New Year, Easter and Christmas. They look at books and This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 use small world toys that promote their understanding of the wider world. On walks they talk about the seasons and weather; they look for birds and plants and learn what happens to them through the year. Children have daily opportunities to enjoy fresh air and exercise; for instance, they visit play areas nearby or go on longer trips to country parks. The childminder's garden gives children a safe place to relax and be active. Here they enjoy physical exercise on their scooters, play with sand or explore the playhouse. However, although the garden enables children to be active, it is less effective at promoting other areas of their

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and outcomes for children

Children's early literacy skills are developing well and they enjoy reading and sharing stories. A wide range of interesting books are readily available, ensuring children develop an enthusiasm for stories. Children use tools, such as, scissors, cutters and rulers, to develop their physical skills. This gives them the control needed for early mark making. Children have fun with potato printing and learn to identify shape and colour in enjoyable ways. The childminder encourages children's language skills through good interaction; she models clear language and introduces new words, such as different colours or names. This enables children to be confident communicators as they share their knowledge. Children socialise and make friends as they visit local activity and toddler groups.

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and outcomes for children

Children mainly eat food provided by their parents, but the childminder plans food- related activities that help children develop their knowledge of healthy eating. For example, they play games identifying healthy and not so healthy options. Children have opportunities to prepare their own foods, such as fruit kebabs or vegetable soup. They plant cress, carrots and potatoes so they begin to understand where their food comes from. The childminder gives hygiene a high priority. Each child has their own colour-coded hand towels and flannels, and she reminds them about washing their hands on a regular basis. Children are learning to keep themselves safe as they practise the fire drill so that they know what to do in an emergency. They learn safe ways to cross roads, both in practical ways and in role play in the home. 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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