Childminder in Cambridgeshire

Inspection report for early years provision

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Unique reference number EY442170 Inspection date 18/07/2012 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 2012. She lives with her husband and son aged 19 months in a village close to St. Ives, Cambridgeshire. The whole of the ground floor of the property is used for childminding along with the upstairs bathroom facilities and a spare bedroom for sleeping children. There is a fully enclosed garden for outside play. The house is within walking distance of local amenities, such as schools, the library, shops and parks. The family has a Bassett Hound as a pet; to which the children have supervised access.

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Description of the childminding

The childminder is registered on the Early Years Register as well as the compulsory and voluntary parts of the Childcare Register. She 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. She is currently minding one child 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

In the short time the childminder has been caring for children she has developed an inclusive, well-organised, family environment for their care, learning and play. Resources are well deployed both indoors and outdoors and cover most aspects of children's learning. Systems to observe, assess and plan for children's future learning are very well established and as a result, children make good progress. Partnerships with parents are strong although partnerships with other providers where children attend other settings are less well established. Effective systems to monitor and evaluate the quality of the provision enable the childminder to accurately identify and target areas for development. This gives her good capacity for improvement.

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further?

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

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further?

 increase children's understanding of the wider world by further developing the range of resources and images that reflect the diverse society in which we live  develop closer links with other settings providing for children in the Early Years Foundation Stage, to ensure continuity and coherence to support outcomes for 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 a clear understanding about how to protect children from harm and neglect and the appropriate procedures to follow should she have concerns about a child in her care. All required documentation to enhance children's welfare and safety, is in place and very well organised. For example, thorough risk assessments have been conducted for all areas of the childminder's home and garden, as well as for all types of outings undertaken. These ensure that the environment is a safe place for children where potential risks, such as the glass in the greenhouse, have been effectively minimised. Children are encouraged to think about their own safety. For example, they are taught how to climb up and down the garden step safely and reminded not to put stones in their mouth.

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the early years provision

The childminder is positive about caring for children with special educational needs and/or disabilities. She is happy to attend training to ensure that she is able to fully support children's individual needs whilst working alongside parents and other professionals. The childminder fully respects the individuality of each child and makes sure all feel welcomed and valued in her home. For example, they all have their names, examples of their work and own pegs displayed. The learning environment is stimulating both indoors and outdoors. Careful consideration has been given to the activities and areas of learning covered in the garden and children particularly enjoy this area. They plant a wide variety of items, enjoy mark-making on the chalkboard or on the patio with water and extend their physical skills on a good range of play equipment. However, there are currently few resources and images that help children continuously receive positive

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the early years provision

messages about the diverse society in which they live. This is an aspect of her provision that the childminder has already identified for development.

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the early years provision

The childminder has a positive attitude towards liaising with other providers when children attend more than one setting. However, these partnerships are less well developed in terms of information sharing to ensure a consistent learning and care experience between settings. Partnerships with parents are strong and the childminder places great importance on these. Parents are given lots of information about the service offered as well as about their child's day and progress. Questionnaire responses from parents are very positive, commenting they are very impressed with all the different activities that children have the opportunity to do. The childminder demonstrates a clear vision for the future of her childminding, focussing very much on continuing to improve outcomes for children. Through effective self-evaluation she demonstrates the ability to reflect on her practice, resources and environment in order to make changes for the benefit of the

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and outcomes for children

The childminder has a clear understanding about how young children learn. She offers them a broad range of interesting and age-appropriate activities based on This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 their interests and individual learning needs. As a result, children make good progress given their starting points. Her involvement and support during activities promotes children's engagement, their ability to work with others and their language development. For example, she helps young children to sow cress seeds, rattling the packets to gain their interest. She allows them time to actively participate by fetching water in the watering can. She also emphasises new key words, such as 'shake', 'water' and 'cress' to further develop children's vocabulary. Observation, planning and assessment arrangements are securely established and effective in evidencing and monitoring the good progress children are making.

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and outcomes for children

Individual plans focus on children's next steps which ensure that planned activities continue to meet their learning needs.

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and outcomes for children

Children arrive happily and separate from their parents readily, eager to choose their favourite activities. For example, they know where to access their favourite story books from. They enjoy reading these with the childminder who allows them time to turn pages and lift the flaps to reveal hidden pictures. Young children demonstrate good problem-solving skills as they work out that the toy car needs to be released at the top of the ramp in order to gain enough momentum to get to the bottom. They also persevere when they realise, that a semi-circular brick will not enable other bricks to be stacked on top of it unless turned on its side. Children enjoy their natural environment as they watch their tall sunflowers growing up and over the fence and go strawberry picking at the local farm. They enjoy opportunities to socialise with others at local toddler groups and on play dates with other childminders and their minded children. Children move confidently

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and outcomes for children

between the indoor and outdoor environments and show increasing coordination as they negotiate obstacles, such as the steps to the slide. Children's creativity is promoted through a good range of role play, art and craft and musical activities.

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and outcomes for children

The childminder's home is very clean and hygienically maintained. Children are gaining a good understanding from a young age about effective hygiene routines as they wipe their hands on individual, colour-coded flannels prior to eating snack. Meals and snacks incorporate 'five-a-day' and are healthy and balanced. The childminder enables children to have supervised access to her pet dog and takes necessary steps to ensure that the dog does not pose a health risk to children. Separate parts of the garden are sectioned off for use by the children and by the dog. The childminder holds a valid first aid qualification enabling her to deal effectively with minor injuries. All documentation in place to record accidents or the administration of any medication is well maintained. The childminder encourages young children to learn to share whilst playing alongside each other. Her calm, gentle and positive interaction reflects on the good behaviour displayed

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and outcomes for children

by children. 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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