Childminder in Cambridgeshire

Inspection date

Previous inspection date 21/11/2012 Not Applicable

p.1

early years provision

This inspection: 4 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 4 The effectiveness of the leadership and management of the early years provision 4

p.1

This provision is inadequate

 The childminder lacks understanding of the learning and development requirements of the Early Years Foundation Stage. This means she is not able to ensure challenging and enjoyable experiences for each child in all the areas of learning and development.  Observation and assessment is not used effectively to measure children's progress and help the childminder to understand their level of achievement, interests and learning styles.  The childminder has not evaluated her provision and is unaware of the benefits of doing so. Consequently, she is unable to identify areas for improvement.  Parents are not involved sufficiently in their children's learning, which impedes children's progress.  The childminder has a limited understanding of how to support children from other cultural and linguistic backgrounds. This restricts her capacity to offer a welcoming service to all individuals.

p.1

It has the following strengths

 The childminder has satisfactory settling in procedures. Consequently she has developed positive relationships with the children in her care.  Toys and resources are adequately deployed so children can play independently and follow their own interests.

p.1

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.

p.2

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.

p.2

Inspection activities

 The inspector observed the children at play throughout the inspection.  The inspector spoke with the childminder at appropriate time during the inspection.

p.2

Information about the setting

The childminder was registered in 2012. She lives with her husband in Little Paxton, Cambridgeshire. The whole of the property, apart from one bedroom, is used for childminding. There is an enclosed back garden for outdoor play. The childminder is able to take and collect children from local schools and pre-schools. The family has three kittens, two rabbits and some pond fish.

p.2

Information about the setting

The childminder is currently caring for two children in the early years age range. She also provides care for her grandchildren. She is registered on the Early Years Register and the voluntary and compulsory parts of the Childcare Register. She provides her childminding service each weekday, all year round. She is a member of the National Childminding Association.

p.2

must:

 acquire understanding of the learning and development requirements of the Statutory Framework for the Early Years Foundation Stage to ensure that children have enjoyable and challenging learning experiences that; cover the seven areas of learning; give priority to the prime areas of learning for younger children  implement effective systems for observation and assessment to; establish each child's starting points; shape children's learning experiences; provide information for the progress check at age two.

p.3

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

 implement effective self-evaluation to clearly show the improvements for the future, to support long-term achievements and ensure positive outcomes for children

p.3

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

 extend the partnerships with parents to encourage parents to share what they know about their children's development at home

p.3

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

 increase awareness of how to support the particular needs of children who are learning English as an additional language and those who have differing cultural backgrounds.

p.3

who attend

The childminder's understanding of the learning and development requirements of the Statutory Framework for the Early Years Foundation Stage is weak. She is unaware of the prime and specific areas of learning that help children make progress towards the early learning goals. Therefore the educational programme has insufficient depth and breadth and fails to promote children's development across the areas of learning. Children's progress is not measured against the expected levels for their age. The childminder is unaware of available guidance that would support her in assessing children's progress, such as, the Development Matters in the Early Years Foundation Stage.

p.3

who attend

However, the childminder has some understanding of child development. This means that resources and activities are generally age appropriate, for example, she has story books that engage the interest of two-year-olds. She reads to the children, talks to them about the story and points out words and pictures. This helps children gain an understanding of communication and language. Younger children are encouraged to explore shape sorters and the childminder repeats the names of shapes and colours to develop their knowledge. The childminder promotes children's independence appropriately by organising toys and resources in accessible boxes and shelves. Consequently children show some confidence and enjoyment as they move around the home. Through discussion, the childminder shows she offers some sensory experiences, such as painting or using play dough to develop children's imaginations and their physical skills. Children show they enjoy making

p.3

who attend

marks with available pencils and crayons. However, the play opportunities and activities provided are not planned or evaluated to ensure they adequately promote each unique child's learning and development.

p.4

who attend

The childminder keeps parents appropriately informed about their children's activities and routines by preparing a daily diary. This details routines, meals and snacks, with some basic information about children's activities. She says she talks to parents when they deliver or collect their children so she understands the children's needs on a day-to-day basis. However, the childminder does not encourage parents to contribute what they know about their children's interests and achievements at home. This further limits her ability to effectively provide for each child's learning needs.

p.4

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

Settling in procedures are satisfactory in ensuring children become familiar with the setting. Although the children have only been in the setting a short time, they show secure bonds with the childminder. Older children move around the home and play independently. They explore the available resources and show a good degree of self- confidence. The childminder supervises the children conscientiously as they play and encourages them to share their toys. For example, the children take turns pushing the buttons on a musical toy bus. The childminder provides a reasonable range of healthy snacks and meals for the children and ensures they have plenty to drink. This ensures their nutritional needs are adequately met. The childminder has some simple house rules in place to help children learn about suitable behaviour. Children learn to keep themselves safe appropriately because the childminder provides suitable explanations, for example,

p.4

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

why they should not climb on toys or furniture.

p.4

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

The childminder is keen on outdoor play and ensures the children have daily walks to promote fresh air and exercise. Children visit the local parks where they use large equipment to increase their physical abilities. Indoors she encourages children to be active by playing games, such as, ring-a-ring-a-roses. The childminder has policies in place to help her support equal opportunities and has some basic resources to help children learn about differences, such as ethnic dolls and books. However, she is unclear about how she would support children and families from other cultural or linguistic backgrounds. Along with the limitations in the educational programme, this hampers her ability to offer a tailored experience for each unique child.

p.4

provision

The childminder's knowledge of the Statutory Framework for the Early Years Foundation Stage is not good enough to ensure she is meeting the learning and development requirements. This has a negative impact on her ability to ensure children make suitable progress. The childminder is caring for two-year-old children but has no knowledge of the required progress check at age two. This has an adverse effect on her ability to review children's progress and ensure that parents have a clear view of their child's development. There is no attempt to evaluate the quality of the provision and the childminder has not recognised the value of so doing. As a result she cannot plan for the necessary improvements to ensure the provision meets the needs of the children who attend.

p.5

provision

The partnerships with parents are sufficient to ensure children's individual care routines are identified and met. She provides parents with written policies and procedures so they understand about the setting. She has collected necessary permissions from parents so she can care for children safely and meet parents' expectations. Parents, however, have little opportunity to be involved in their child's learning as there is not an effective system for observation and assessment.

p.5

provision

None of the children currently on roll attend other settings. Through discussion the childminder demonstrates she is aware that partnership working with others who care for the children would be beneficial in helping achieve continuity of care. Children are adequately safeguarded because the childminder has a suitable understanding of child protection procedures. She is capable of risk assessing her premises and has put suitable safety measures into place. For example, she has devised a fire plan and tests her smoke alarms.

p.5

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

p.5

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.

p.5

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.

p.6

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.

p.6

Setting details

Unique reference number EY445257 Local authority Cambridgeshire Inspection number 800309 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 2

p.6

Name of provider

Date of previous inspection Not applicable

p.7

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.

p.7

Type of provision

For the purposes of this inspection the following definitions apply:

p.7

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.

p.7

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.

p.7

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.

p.7

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,

p.7

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’.

p.8

Type of provision

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

p.8