Childminder in Cambridgeshire

Inspection date

Previous inspection date 14/01/2013 Not Applicable

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early years provision

This inspection: 2 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 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 The childminder knows each child well because she develops secure partnerships with parents and has flexible settling in procedures. Consequently, children are settled and happy in her care.  Children's development is promoted well because the childminder effectively observes them and assesses their achievements. This ensures activities are enjoyable and children have a positive approach to their learning.  Children enjoy many hours of fun outdoors. They go for walks and explore the wild areas of the childminder's garden. As a result, they have very good opportunities to develop their knowledge of the natural world.

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It is not yet outstanding because

 The childminder has not yet established robust links with other settings the children attend. This affects her ability to effectively build on and complement what children are learning elsewhere.

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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 spoke with the childminder at suitable times during the inspection.  The inspector observed the children during their play.

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Inspection activities

 The inspector looked at documentation, including children's personal information, their development records and the policies and procedures.

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Inspection activities

 The inspector took account of the views of parents through conversation and written feedback.

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Information about the setting

The childminder was registered in 2012 and is on the Early Years Register and the compulsory and voluntary and parts of the Childcare Register. She lives with her husband and two children aged eight and 10 years in Impington, Cambridgeshire. The whole of the property is used for childminding. There is an enclosed garden for outside play. The family have a pet hamster and some stick insects. The childminder is able to take and collect children from local schools and pre-schools. She is currently caring for five children, of these three are in the early years age range. Children attend for a variety of sessions. The childminder holds a childcare qualification at level 3 and is a member of the National Childminding Association. She offers her childminding service each weekday from 8am to 6pm during school term times.

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

 extend partnership working with other providers involved with minded children so that there is a shared knowledge and understanding about children's learning needs that is used effectively to provide continuity in learning and enhanced progress.

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who attend

The childminder has a very good understanding of the learning and development requirements of the Early Years Foundation Stage. This enables her to plan and provide a broad range of enjoyable activities that help children make good progress. Observations of children are skilfully used to identify their skills and interests. As a result, resources and activities are well-planned and effectively meet children's learning needs. Each child has a personal learning journey that shows a delightful record of their experiences and achievements. These demonstrate clearly each child's progress across the areas of learning. Parents share an informative daily diary with the childminder, which enables them to contribute well to their children's learning.

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who attend

Children are confident about trying new experiences. They enjoy exploring the resources provided, and the childminder uses these well to spark children's interest and help them to explore. For example, when the childminder introduces children to crinkly paper, she rustles it between her hands. Children listen to the noise with interest and try it for themselves; smiling broadly as they make the same sounds. A game of rolling a large ball around the floor is turned into a positive learning experience about the benefits of sharing and taking turns, as the childminder encourages the children to gently to roll the ball to her and then sends it back again. The children laugh with delight, showing that the game has been thoroughly enjoyed. The childminder has a good understanding of timely interventions, for example, she sits back to watch children explore a treasure basket. When they show interest in small cardboard boxes, she finds others of differing sizes to

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who attend

attract further explorations. This extends children's learning and encourages them to persevere.

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who attend

The childminder encourages the youngest children's communication skills effectively as she responds positively to their babbles. She repeats sounds and words as they play, so children pick up the rhythm of early speech. Books are easily available so children develop their love of stories. These include interactive books, so children explore textures, turn over flaps and play with musical buttons. All this promotes their future learning well. Fun activities, such as play dough and finger painting introduce children to making marks early on. Babies develop their physical skills well because the childminder effectively plans for the next stage in their learning. She ensures furniture around the home is safe and sturdy so children can pull themselves up and move around safely. She helps them practise walking, by holding their hands and encouraging their active play both indoors and out.

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

Children develop strong bonds with the childminder and are settled and happy in her care. A flexible settling in process enables parents to introduce their children to the setting slowly, therefore, promoting their confidence well. The childminder makes home visits so she can observe the child in their own environment. This gives her a good insight into their aptitudes and interests. The childminder gains thorough information from parents about any cultural or linguistic differences, so she can support children's transitions into her home. For example, she learns key words and phrases from parents, so when young children begin to use words, she can understand and meet their needs.

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

Children show their sense of security as they explore the childminder's home with confidence. Accessible toys enable them to explore independently and develop their own interests. The childminder involves all the children in the activities by offering warm and positive support, for example, the youngest child sits comfortably on her lap to share in the older children's play experiences. Children eat healthy and nutritious meals, some of which are provided by their parents. The childminder offers varied snacks, such as fruits and vegetables, to help children understand the benefits of healthy eating. She encourages younger children to feed themselves, thereby promoting their growing independence well.

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

Children enjoy exploring the childminder's garden. There is a safe enclosed part where children can play safely and enjoy active games or use wheeled toys to develop their physical skills. In the wilder area of the garden children find out about the natural world under the supervision of the childminder. They look for bugs, or help to feed the wild birds. As they negotiate longer grass, or walk between trees and shrubs, they develop their awareness of risk and learn to keep themselves safe. Children go for walks around the village every day. They visit the library and shops and watch the ducks on the village duck pond. The childminder takes good advantage of weather conditions, for example, when it snows she takes children out so they can feel and see the snow. They make handprints in the snow and follow their footprints. These fun activities ensure children develop positive attitudes towards healthy outdoor play. Regular visits to local activity and

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

toddler groups means children develop good social skills and this helps to prepare them for the next stage of their learning.

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provision

Children are safeguarded effectively because the childminder knows what to do if she has concerns about the children in her care. She supervises the children closely as they play, to keep them safe. Effective risk assessments mean children play in a safe and secure environment. Well-written policies and procedures support the childminding practice and provide clear information for parents about business expectations.

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provision

The childminder has a very good understanding of the learning and development requirements of the Early Years Foundation Stage. She effectively monitors each child's progress to ensure activities, routines and equipment meet their individual needs. Although the childminder has not yet developed a written plan for self-evaluation, she has a clear knowledge of her own skills and the strengths of the setting. This enables her to evaluate her childminding provision well. She has attended a range of workshops to increase her ability to provide good quality learning experiences for all children. For example, she has updated her knowledge of the revised Early Years Foundation Stage. A training event on treasure baskets and heuristic play has enabled her to effectively introduce children to natural materials in fun ways.

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provision

Parents speak highly of the childminder and say she provides a safe and caring environment for their children. They comment favourably about the range of activities offered and say their children enjoy their time in the setting. Some parents say the home visits are particularly valued, as they enable the childminder to develop a secure understanding of children's unique lifestyles. The childminder talks to parents on a daily basis and provides a written diary, where essential care details are recorded, such as sleep times for younger children. This ensures parents are kept well informed about their children's well-being. The childminder has informal links with other providers, such as the local nursery class and the primary school. This enables her to share some information about children's care and early education. However, there is more to do to strengthen these partnerships so that there is an ongoing sharing of information about individual

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provision

children's learning needs and progress between all those who are involved with the child.

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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 EY450928 Local authority Cambridgeshire Inspection number 810110 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 4 Number of children on roll 5

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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.

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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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