Childminder in Peterborough

Inspection date

Previous inspection date 23/11/2012 16/11/2011

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early years provision

This inspection: 3 Previous inspection: Not Met How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 3 The effectiveness of the leadership and management of the early years provision 3

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This provision is satisfactory

 The childminder provides a warm and welcoming environment where children feel secure and confident.  The childminder demonstrates a commitment to improving her skills, knowledge and practice.  Children are able to freely follow their own interests and develop sustained concentration on their chosen activity.  The childminder encourages children to be independent in their play and self-care routines.

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It is not yet good because

 Children's learning and development is not sufficiently assessed and this means that next steps in learning are not identified.  The self-evaluation process has yet to be fully developed. Consequently, targets for development are not prioritised or planned for to drive improvement.  Partnerships with other providers of the Early Years Foundation Stage are in their infancy, and therefore, there is a lack of coordination in the support for children.

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Information about this inspection

Inspections of registered early years provision are scheduled:  at least once in every inspection cycle. The current cycle ends on 31 July 2016  more frequently where Ofsted identifies a need to do so, for example where provision was previously judged as inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage; or where assessment of the provision identifies a need for early inspection  prioritised for inspection where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

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Information about this inspection

The provision is also registered on the voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

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Inspection activities

 The inspector observed activities in the childminder's home.

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Inspection activities

 The inspector spoke to the childminder and children at appropriate times during the inspection.  The inspector took account of the views of a parent.

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Inspection activities

 The inspector looked at children's profiles and a range of policies and organisational documents.

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Information about the setting

The childminder was registered in 2007. She lives with her husband and five children in Peterborough, Cambridgeshire. The whole of the ground floor is used for childminding and there is an enclosed garden available for outside play. The childminder is able to take and collect children from local pre-schools and schools. The family has a pet rabbit and African land snails. The childminder is registered on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register. There are two children on roll and of these one is in the early years age range.

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must:

 develop an effective system to asses and track children's development to inform plans for children's next steps in learning.

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To further improve the quality of the early years provision the provider should:

 develop self-evaluation, in order to identify key strengths and areas for improvement

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To further improve the quality of the early years provision the provider should:

 improve partnerships with other providers of the Early Years Foundation Stage to ensure there is a continuation of care and children's learning needs are coordinated.

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who attend

The childminder has a satisfactory knowledge of the seven areas of learning and provides a range of activities to promote children to follow their own interests. Regular conversations during snack time and on the journey home from school help to foster children's communication skills. The childminder asks children about their day and shares children's excitement about a forthcoming nativity play. Opportunities to extend children's thinking are generally supported during this time and allow the childminder to introduce new ideas and concepts. For example, she discusses with the children why the moon can be seen during the daytime.

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who attend

The childminder is mindful of the fact that children have spent the day in school, and therefore, children generally are free to choose their own activities and are able to follow their own interests. This supports children's growing independence and social development. Children have a particular fascination for dressing up and imagining they are princesses, witches and angels. Intricate storylines unfold as they act out their roles and explore their imaginary world. This helps to extend children's experiences and expand their creativity. Activities using tiny beads and requiring adult supervision are often initiated by the children and this provides the childminder with opportunities to promote children's learning, for example, by counting the beads and naming colours.

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who attend

The childminder observes the children and compiles an 'All About Me' file for each child and generally can identify children's strengths. However, assessments for children's learning and development are not made and children's next steps are not identified or planned for. Consequently, opportunities for children to be challenged and their learning promoted are missed. The childminder gains information from parents regarding children's preference for activities and this is recorded against the seven areas of learning. Again, this tends to be based on likes and dislikes and not assessed against developmental norms and used to identify areas for development. The childminder's own observations and comments from parents do suggest that children generally make progress in personal, social and emotional development.

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The contribution of the early years provision to the well-being of children

Children are happy and secure with the childminder. They share their news when arriving and are confident to come to the childminder if they need help with their games and activities. Children demonstrate their self-confidence by moving around the house independently and following routines. They help themselves to resources and develop their own games and interests. This encourages children to be inquisitive and active learners.

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The contribution of the early years provision to the well-being of children

Children behave well and are able to play without the childminder's intervention. They are able to make and communicate rules for their role play games and negotiate with their friends. The children develop self-care skills by independently washing their hands at snack time. The childminder praises children for making healthy choices, such as cheese rather than jam sandwiches and encourages them to try new foods and tastes. Walking home from school further promotes children's understanding that physical exercise is an important part of a healthy lifestyle.

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The contribution of the early years provision to the well-being of children

The childminder provides a homely environment where children are welcomed to be part of her family. She makes regular checks to all areas accessed by children to ensure there are no hazards and everyone is as safe as possible. The childminder demonstrates a genuine caring and attentive approach to the children and this supports children well when children are going through transitions such as starting school.

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provision

The childminder shows a commitment to improving her service by reading and researching aspects of the Early Years Foundation Stage. Although she has attended training for self- assessment she is yet to complete the process. This means that as yet improvements are uncoordinated and not based on identified needs. The childminder has a satisfactory knowledge of local safeguarding procedures and she knows how to identify and report concerns that she may have about a child in her care. The childminder ensures that the premises is secure and has procedures in place to manage visitors to her home. For example, she checks identity documents.

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provision

The childminder has a positive working relationship with parents and she shares information about children's activities and well-being when they are collected in the evening. Parents share their positive comments about the childminder's care and are keen to explain how happy their children are. However, relationships with other providers of the Early Years Foundation Stage have yet to be fully developed. This means that opportunities to share information about children's learning and development needs are missed and there is little continuation of care and support between providers.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are

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actions)

The requirements for the voluntary part of the Childcare Register are

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To meet the requirements of the Childcare Register the provider must:

 keep and implement a written statement of procedures to be followed for the protection of children, intended to safeguard the children being cared for from abuse or neglect (Arrangements for safeguarding children) (both parts of Childcare Register).  take action as specified above (Arrangements for safeguarding children).

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Grade Judgement Description

Grade 1 Outstanding Outstanding provision is highly effective in meeting the needs of all children exceptionally well. This ensures that children are very well prepared for the next stage of their learning. Grade 2 Good Good provision is effective in delivering provision that meets the needs of all children well. This ensures children are ready for the next stage of their learning. Grade 3 Satisfactory Satisfactory provision is performing less well than expectations in one or more of the key areas. It requires improvement in order to be good. Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement. The provision is failing to give children an acceptable standard of early years education and/or is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be inspected again within 12 months of the date of this inspection.

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Grade Judgement Description

Met The provision has no children on roll. The inspection judgement is that the provider continues to meet the requirements for registration. Not Met The provision has no children on roll. The inspection judgement is that the provider does not meet the requirements for registration.

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Inspection

This inspection was carried out by Ofsted under Sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and care, known as the Early Years Foundation Stage.

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Setting details

Unique reference number EY356978 Local authority Peterborough Inspection number 797322 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 2

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Telephone number

set out in the guidance ‘raising concerns and making complaints about Ofsted', which is available from Ofsted’s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk.

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Type of provision

For the purposes of this inspection the following definitions apply:

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Type of provision

Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration.

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Type of provision

Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration.

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Type of provision

Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises that are usually their own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

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Type of provision

Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school. 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,

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Type of provision

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, 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. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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