Childminder in Cambridgeshire

Inspection date

Previous inspection date 05/02/2013 Not Applicable

p.1

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

p.1

This provision is good

 Children respond well to the childminder's calm and gentle manner. They show her warm affection and enjoy her company, which promotes their confidence and sense of belonging.  The childminder makes good use of the available space in her home to ensure children have ample choices. Consequently, they develop their independence well and make good progress.  The childminder has quickly formed secure and trusting relationships with parents. This helps to ensure children feel settled and safe in her care.

p.1

It is not yet outstanding because

 The childminder does not make the best use of the outdoor environment to stimulate children's interest and understanding of the natural world.

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 in the childminder's home.

p.2

Inspection activities

 The inspector reviewed documentation, including policies and procedures, accident records and the children's learning records.  The inspector spoke with the childminder about the provision.

p.2

Information about the setting

The childminder was registered in 2012 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives in a first floor apartment with her mother in the Arbury area of Cambridge, Cambridgeshire. The living room and bathroom are used for childminding. There is no enclosed outdoor area, but there are a range of parks and play areas in walking distance. The family has four cats and one guinea pig as pets.

p.2

Information about the setting

The childminder is able to take and collect children from local schools and play groups. The childminder offers her childminding service each weekday from 8am until 6pm, all year round, including bank holidays. She is currently caring for five children in the early years age range on a part time basis, of whom, some have English as an additional language. The childminder is a member of the National Childminding Associations and holds an early years qualification at level 3.

p.2

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

 provide further opportunities for children to explore a wide variety of outdoor environments so they can use all of their senses and learn more about the natural world.

p.3

who attend

The childminder has a good understanding of the learning and development requirements of the Early Years Foundation Stage. She uses her experience and knowledge of how children learn through play to create a stimulating and effective learning environment. Children access a good range of resources and activities that support their interests well. For example, a young child has independent use of a compact disc player so he can play the music he prefers. The childminder encourages parents to provide her with initial information about children's interests and abilities at home. This gives her the essential starting points from which to assess and monitor children's progress. She collects detailed observations and assessments on children's achievements and interests to help them move forward in their learning. She involves parents well through daily discussion and written diaries, which enables them to support their children's learning at home. She is

p.3

who attend

preparing to complete the progress check at age two in partnership with parents. Consequently, children make good progress overall.

p.3

who attend

Younger children show an interest in toy trains and enjoy running the wheels over the tracks. They watch with interest as an older child explores rolling balls down a home-made run and laugh with delight when the balls drop into the container with a 'bang'. Older children move their bodies to music and anticipate when the 'Hokey-cokey' starts to play. The childminder effectively supports their play by talking to them and prompting their curiosity with questions, such as 'What happens next?' This enables children to think creatively and consider possibilities. Accessible books mean children make their own choices. The childminder reads with them often so they are familiar with the stories and develop their love of reading. Children with English as an additional language benefit from a range of books and resources that support their home language. The childminder works with parents to ensure she knows how their language is developing at home so she can

p.3

who attend

effectively support their learning and development in the setting.

p.4

who attend

The childminder introduces different equipment to retain children's interest. They approach these new experiences with interest. For example, they explore new hole punches and learn how to operate them quickly. This confident attitude promotes their future learning well. The childminder skilfully reminds younger children how the equipment works, for example, she shows them how to push balls through a shape sorter, giving them time to copy her. This enables them to confidently try it for themselves. They show pride when the toy works for them too and clap happily, showing good levels of self- esteem. Older children access pencils, crayons and felt-tips independently and enjoy mark making experiences. The childminder collects their pictures and paintings so they can be displayed and given to parents to celebrate and value their achievements.

p.4

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

The children relate well to the childminder and enjoy her company. Her calm and confident attitude has a positive effect on the children, and they are content and settled in her care. The childminder is sensitive about settling children into the setting and works flexibly with parents. Where children experience difficulties when parents leave, the childminder texts or calls parents to reassure them all is well. This makes transitions from home to the childminding setting less stressful for all.

p.4

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

The childminder encourages children to be independent, and therefore prepares them well for the next stage of their learning. Older children indicate their own personal needs well, use the toilet and wash their hands competently. The childminder applies consistent boundaries and encourages good behaviour through example. She speaks kindly to the children and expects them to be kind and caring to each other. Younger children are seated comfortably on her lap during some activities so they can have a good view of older children's play. This involves them well and encourages them to take part at their own level. For example, they learn by watching the older child that the toy telephone box buzzes and rings when buttons are pushed and explore the toy themselves. As a result, they are confident learners.

p.4

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

The childminder provides children with healthy home cooked meals that support their nutritional needs well. She ensures she knows about dietary needs and keeps parents well informed about children's food intake. Children clearly enjoy their meals and eat with relish. The childminder follows parents' instructions when weaning younger children, to ensure they eat safely. Children are introduced to new foods after discussion with parents and therefore enjoy a good variety, including foods from other countries and cultures. For example, children enjoyed some Chinese food in recognition of Chinese New Year. This helps to develop their understanding of the wider world and promotes healthy lifestyles.

p.4

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

The childminder has no garden, but is pro-active in getting children out into their community. They socialise at toddler groups and enjoy other local amenities, such as the library. The childminder takes children to the recreation ground and they enjoy daily walks to and from nursery and pre-school. Children develop their physical skills well as they play on large equipment. However, children have fewer opportunities to explore nature and investigate the world around them. During outings, the childminder develops children's ability to keep themselves safe, for example, they learn how to cross roads at the Pelican crossings. Children learn to stay safe in a fire because they practise the evacuation plan frequently.

p.4

provision

The childminder has used her strong knowledge of the Statutory Framework for the Early Years Foundation Stage to ensure all essential requirements are met to a good level. She has a secure understanding of safeguarding procedures and keeps accurate records of accidents and incidents that promote children's safety and welfare well. Children play in a secure home, where they are consistently supervised to keep them safe. The childminder conducts effective risk assessments that enable children to move around the home and go into their local community in safety.

p.5

provision

Parents receive a comprehensive range of policies and procedures that keep them well informed about the childminding provision. They have regular input into children's learning and development and say they feel well informed about their progress. The childminder questions them regularly about their views on her service, and responds well to any requests. For example, she has reviewed her behaviour management procedure so it is easier for parents to be consistent at home. Parents show they feel comfortable talking to the childminder and relationships are clearly good. Consequently, children feel safe and secure. The childminder understands the importance of establishing partnerships with others who care for the children. She has good links with the local nursery school and the pre-school so she can build on children's experiences. Although there are no children currently on roll with special needs and/or disabilities, the childminder knows about other

p.5

provision

agencies that support them, such as the local authority special needs advisors.

p.5

provision

The childminder has started work on self-evaluation so she can review practice and develop her provision. She has identified various training needs and has acted pro-actively to implement them. For example, she has arranged to renew first aid and has found out about her responsibilities towards data protection. As a result, she is in a good position to drive ongoing improvement. She uses her existing knowledge and skills to effectively monitor children's progress to ensure all children develop according to their individual expectations and keeps efficient and informative records about each child in her care. This enables her to ensure all children make good progress.

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.6

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 EY451155 Local authority Cambridgeshire Inspection number 881535 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 3 Number of children on roll 5

p.7

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.9

Type of provision

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

p.9