Childminder in Cambridgeshire

Inspection date

Previous inspection date 07/02/2013 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 is enthusiastic about outdoor learning experiences and ensures that children have ample opportunities for active outdoor play. As a result, children make particularly good progress in their physical development and their understanding of the natural world.  Children benefit from a well-organised setting, where there is a good balance of adult- led and child-initiated activities to challenge and interest them. As a result, they develop their independence well and are motivated learners.  Children learn to be environmentally responsible as they help with recycling, use water collected from the rain and grow their own vegetables.  The childminder talks to the children as they play, fostering their communication skills and developing their language.

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It is not yet outstanding because

 There is scope to summarise children's progress more effectively to monitor and track their development in relation to their starting points. This will make sure that they have the best possible opportunity to progress well and enhance parents' opportunities to share in their learning.

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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 the children at play, both indoors and outside.

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Inspection activities

 Childminding records, including children's learning journals, assessments and policies and procedures were sampled.  The inspector spoke with parents about the quality of the provision.  The inspector spoke to the childminder at appropriate times during the inspection.

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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 with her husband and one child aged 20 months in Haddenham, Cambridgeshire. The whole of the property is used for childminding and there is an enclosed garden available for outside play.

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Information about the setting

The childminder is caring for four children, of these, two are in the early years age group. All are cared for on a part-time basis. She is able to take and collect children from local schools and pre-schools. The childminder offers her service Monday to Friday, all year round. Public holidays can be offered through specific arrangements with parents. The childminder is a member of the National Childminding Association.

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

 develop further the summaries of children's progress, in order to enhance planning for the next steps in their learning. Involve parents in this process, so that they can contribute their knowledge of what their child can do at home.

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who attend

Children enjoy a good range of age-appropriate activities that support their individual learning needs. The childminder has achieved a good balance of adult- and child-initiated routines. This gives children ample times to explore independently and follow their own interests, but equally enjoy well-planned adult-led activities, such as pasta play or arts and crafts. The childminder makes regular observations of children's play experiences to help her plan their activities. Therefore, the vast majority of activities support effectively children's learning. The childminder knows the children well and talks to parents on a daily basis. This ensures that, overall, children make good progress in their learning and development.

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who attend

Children enjoy painting with brushes and their fingers. They develop their early writing skills as they swirl paint and sprinkle glitter onto paper. The childminder encourages their involvement through positive praise. She shows that she values their efforts by displaying their pictures and photographs. Consequently, children's self-esteem is high and they approach their learning with confidence, which promotes their future learning well. Children move around the home and freely select their own activities. They choose books with clear enjoyment and settle down to turn the pages and look at the pictures. The childminder talks to them as they play, offering a commentary on what they are doing and encouraging them to describe and explain their games. As a result, children speak with confidence and show considerable skill in their language and communication.

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who attend

Children settle alongside the childminder to watch a relaxing television programme and show their familiarity as they sing along with the characters and know some of their names. The childminder makes this an active learning experience because she skilfully supports the children by joining in and asking questions about the story. Children visit local activity groups often, so that they learn to socialise in different situations. The childminder takes them to the recycling centre, where they learn to be responsible for the environment by depositing their paper and plastic. The childminder has a range of interesting resources, such as, dolls, small world toys and books that help children to develop an understanding of diversity. The childminder is not caring for children with English as an additional language at present, but has a keen interest and has, therefore, devised policies and procedures that would ensure an inclusive ethos.

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

Children have secure trusting relationships with the childminder, which means that they feel safe in her care. They welcome her company and talk happily to her as they play. The childminder has a calm and positive approach to behaviour management. This ensures that children learn good behaviour and play together well. Parents bring their children for settling-in visits and say that the childminder has a flexible approach. This enables children to make their transition from home into the childminding setting confidently and develops good attachments to the childminder and her family. This confident attitude supports them well as they prepare to move into other settings in the future.

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

Children's health is promoted well because the childminder is clear about good hygiene. She encourages children to wash their hands properly and explains why cleanliness is important. Meals are healthy and home-cooked using local ingredients where possible to ensure that children benefit from fresh and healthy produce. Children take an active part in choosing and preparing their meals and snacks, which helps them to learn about healthy lifestyles. Outdoor play is promoted exceptionally well due to the childminder's own enthusiasm and positive attitude. Children spend time in the garden helping to plant fruit trees and seeds. They know water makes things grow and delight in helping to keep their plants healthy, using environmentally friendly rain water.

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

The childminder uses her knowledge of pre-school fitness programmes to plan and provide a good range of activities both indoors and outside. Children dance and move to music or run and climb outdoors. Consequently, children make good progress in their physical development. They visit a local orchard frequently, so that they can explore nature and learn about animals and insects, which develops their knowledge of the natural world well. The childminder ensures that children learn how to keep themselves safe, for example, she talks to them about crossing the road to the orchard. To enhance their understanding, she asks them to look for cars and assess when the way across is safe. This effectively promotes their safety.

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provision

The childminder has a good understanding of the learning and development and the safeguarding and welfare requirements of the Early Years Foundation Stage. The childminder is secure in her understanding of child protection issues. She has well formulated safeguarding procedures that help her to keep children safe. Robust risk assessments and daily checks of the childminder's home means that children all play safely. Accidents and incidents are suitably recorded and shared with parents, which effectively supports children's health and well-being. She keeps children under her close supervision to protect them from others.

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provision

The childminder has quickly established clear business practices to ensure that she offers an efficient service for parents. A comprehensive range of well-written policies and procedures keep parents informed about the provision. She has designed a parent questionnaire, so she can collect their views about her ability to offer their children effective care and education. She has responded well to suggestions already, for example, she has increased the use of photographs, so parents can see their children's achievements. Parents say that they trust her to give children a warm and stimulating environment. They indicate that they are more than satisfied with settling-in processes and believe their children are safe and well cared for. Younger children do not currently attend other settings, but the childminder plans to collect and share information with pre- school workers once the children start to attend. She is well aware of the need to work in

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provision

partnership with other providers to secure consistency and aid children's transitions when the time comes.

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provision

Self-evaluation enables the childminder to consider her strengths and weaknesses and make positive improvements to the childminding provision. She has identified training to extend her knowledge, for example, she is currently undertaking a recognised qualification as a pre-school fitness coach. This enables her to deliver enhanced physical activity safely to children under five years. Systems to monitor the educational provision are developing well and are sufficient to ensure children enjoy a good range of learning experiences that successfully promote their development. However, the summaries of children's learning have not yet been formulated to ensure milestones are accurately monitored. This makes it difficult to be precise about the next steps in children's learning and ensure parents have an accurate understanding of their children's 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 EY451178 Local authority Cambridgeshire Inspection number 880936 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 4

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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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