Childminder in Cambridgeshire

Inspection date

Previous inspection date 27/11/2012 Not Applicable

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early years provision

This inspection: 3 Previous inspection: Not Applicable 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 wide range of activities for children to develop their experiences and interests.  The childminder has developed warm and caring relationships with children which effectively supports their emotional development.  The childminder demonstrates a sound knowledge of the safeguarding and welfare requirements.  The environment is welcoming and stimulating for children and they access and know where most resources are stored. This enables them to select their own play resources and develop their ideas.

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It is not yet good because

 The childminder has not reviewed her observations in order to put into place effective systems to further support children, with particular regard to communication and language development.  The childminder's partnerships with practitioners where children attend other settings are not fully effective.  Children do not always wash their hands before eating to help them learn good hygiene habits and promote independence in their self-help skills.  The childminder has not thought about using written or picture labels to further develop children's awareness of print in the environment.

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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 spent time talking with the childminder to ascertain her knowledge of children's individual needs and how she meets the welfare and learning and development requirements.

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Inspection activities

 The inspector spent time observing the interaction between children and the childminder.

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Inspection activities

 The inspector invited the childminder to seek the views of parents by obtaining written feedback to share.  The inspector looked at all the available documentation.

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Information about the setting

The childminder registered in 2010. She lives with her husband and daughter in a two bedroom second floor flat in Slade Green, Erith, in the London Borough of Bexley. The whole of the premises is used for childminding apart from the main bedroom. There is no garden for outdoor play. Access to the flat is via stairs. The childminder takes children to local parks. She is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She currently cares for two children in the early year's age group on a part-time basis.

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must:

 ensure the needs of each individual child are reviewed regularly to monitor their progress. Where a child's progress in any prime area gives cause for concern, take action by agreeing with parents on how to support the child and review the action taken to ensure any early intervention and support is provided, as appropriate.  develop partnerships with other childcare providers and/or agencies in order to promote continuity and consistency of care, and to strengthen the learning and development experiences for children.

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

 support children in developing good hygiene habits by having consistent routines in place that enable children to look after themselves, such as washing their hands before eating,

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

 improve the labelling of toy storage boxes so that children know what is inside to further develop their awareness of print in the environment.

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who attend

The childminder plans a wide range of experiences for children. This includes trips to the park where children develop and make progress in their physical skills. Children climb ladders, walk across rope bridges and use swings and slides. As a result, children take safe risks to support them in developing confidence in their bodies. Children enjoy making cakes showing interest and good concentration. They listen to the childminder as she reads the instructions. They then help to stir the mixture and spoon it into cases, developing their eye and hand coordination. They also develop awareness of number sequences as they count out the cake cases needed and share these between them. When the cakes are cooked, children enjoy decorating them. They make faces and eat any left over decorations! Children very much enjoy mark making and they attempt to write their name copying letters. The childminder supports this well, offering praise and

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who attend

encouragement. Older children know the letters of their name and are beginning to form letters correctly. Very young children enjoy mark making and use crayons to make lines. They also assign meaning to their marks saying they have drawn mummy.

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who attend

The environment is enabling for children as they reach the toys, choosing what they would like to play with. Children choose cars to play with and race each other, pushing them around the floor. Children choose to draw and older children know where pens and mark making tools are stored. However, the childminder has not thought about using picture or written labels. As a result, younger children may not be aware of what is stored in some boxes. Furthermore, the opportunity to further extend children's awareness of print in the environment is not explored.

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who attend

Children make good progress in most areas of development. The childminder regularly observes what children can do and takes photos of children's achievements and experiences as evidence. She makes reference to the Development Matters in the Early Years publication to assess where children are at in their stage of development. The childminder also plans the next steps in learning to support children in making progress and shares this with parents. The childminder implements some good activities to support children in making progress. However, she does not effectively review some aspects of children's development, in particular, their language and communication. As a result, children are not making as much progress in this area. The childminder does not work in partnership effectively with other practitioners involved in the care of children. As a result, this impacts on continuity and consistency of learning.

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

Children are very secure in the setting and have developed caring relationships with the childminder. They are confident in sharing their emotions and make independent choices. For example, they are confident in saying 'no' when they do not want to do a suggested activity. The childminder respects their decisions and children are able to choose or request what they would like to do instead. As a result, children are showing high levels of confidence. The childminder has developed positive relationships with parents and is kept informed about the children's families. This enables her to care for children sensitively, aiding their emotional wellbeing and security. Children are well behaved. During the cake making activity, they show consideration towards each other and wait their turn patiently. Very young children are also secure and inform the childminder when they are tired and take themselves off to bed.

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

The childminder promotes most aspects of children's health well. She has a good awareness of the welfare requirements. For example, she know the procedures to follow in the case of illness and administering medication. Parents keep their child at home until they are well and the childminder maintains the required documentation for medication. This means children are cared for in line with parents wishes and the spread of infection is minimised. The home is clean and children take off their shoes to help keep floors clean. The childminder reminds children to wash their hands after going to the toilet. However, children do not consistently wash their hands before eating. As a result, good personal hygiene habits are not consistent.

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

The childminder shares the rules with children so they learn how to keep safe on outings. Children know not to go off too far ahead and when returning to the home, they climb the stairs safely. Children hold onto the banisters, or crawl up using both arms and legs. They also know not to go to the next flight of steps until everyone has caught up. Children talk about being careful when in the kitchen. They talk about the oven being hot and not to touch it. As a result, children are learning about personal safety in order to keep themselves safe.

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provision

The childminder manages most aspects of childminding well. She has a good range of written policies and procedures. Furthermore, she demonstrates her good knowledge of most aspects through practice and discussion. All the required documentation is in place and the childminder has a range of information about the health and the welfare of children. This provides a good reference tool to refer to, if required. Children are safe as the premises are secure. The childminder risk assesses the home to minimise any hazards. In the event a child does have an accident, they are well cared for. This is because the childminder has attended training in first aid. She records accidents and the treatment children receive and informs parents of their child's wellbeing. The childminder has good knowledge of child protection and safeguarding procedures. She is aware of the possible signs and symptoms that may indicate that a child is at risk of harm. She takes into

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provision

account what the risks are and either offers support or would follow the required procedures. This helps to ensure the protection of vulnerable children.

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provision

The childminder has developed effective relationships with parents. Parents are happy with how the childminder cares for their children and they feel children have settled well. The childminder shares consistent information with parents about her responsibilities in caring for children. The childminder uses a written contact book and ongoing communication means that parents are well informed of their children's wellbeing and progress. Although, the childminder does not review or follow up where children need support in their learning with parents or other practitioners.

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provision

The childminder demonstrates the capacity to suitably drive improvement. She has recently attended training to further improve her knowledge of most aspects of learning and development. She has recently completed and achieved a level three diploma. The childminder also reads information sent through from child-care organisations. This means she is aware of new initiatives, such as the two year progress check. However, the childminder does not yet follow up the next steps in children's learning in order to monitor and fully support their progress.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are Met The requirements for the voluntary part of the Childcare Register are Met

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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 EY415193 Local authority Bexley Inspection number 725351 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 2 Number of children on roll 2

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Name of provider

Date of previous inspection Not applicable

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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. 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

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Type of provision

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.

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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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