Leach, Caroline Jane

Inspection date

Previous inspection date 20/02/2013 12/10/2010

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early years provision

This inspection: 3 Previous inspection: 3 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

 Children enjoy individual attention from the childminder, who works closely with them, satisfactorily supports them in their play and helps them learn to share and take turns.  Children are cared for with warmth, sensitivity and affection. The childminder knows them and their families well, which offers children stability and security.  Parents appreciate the flexibility of the service provided, which means that they can work, knowing their children enjoy their time at the setting and are safe and appropriately cared for.  Children enjoy singing familiar nursery rhymes and reading books with the childminder, which supports their growing language skills.

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It is not yet good because

 Children are not offered the opportunity to enjoy outdoor play each day, which limits their ability to take risks, experience the natural world and be physically active.  Partnerships with other settings and schools children attend, do not yet enable the childminder to share information about children's learning, to support consistency.  The childminder does not rigorously assess and monitor children's learning, in order to identify their next steps and effectively track their progress.  Self-evaluation does not yet take account of the views of assistants, parents and children, which does not involve them in identifying future areas for development.

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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 activities in the dining room and lounge of the childminder's home.

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Inspection activities

 The inspector looked at children's observation records, a selection of policies and children's records.

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Inspection activities

 The inspector spoke with the childminder and her assistant at appropriate times throughout the inspection.

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Inspection activities

 The inspector also took account of the views of three parents through the childminder's own parent survey.

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Information about the setting

The childminder was registered in 2009 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children aged 13 and six years in a house in St. Neots, Cambridgeshire. The downstairs of the childminder's house, one bedroom upstairs and the rear garden are used for childminding. The family has a dog as a pet. The childminder attends activities at the local children's centre. She visits the shops and park on a regular basis. She collects children from the local schools and pre-schools.

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Information about the setting

The childminder works with an assistant and offers overnight care. There are currently 14 children on roll, seven of whom are in the early years age group and attend for a variety of sessions. She operates all year round, Monday to Friday, except for Bank Holidays and family holidays, from 6am to 9pm, unless offering overnight care. She cares for children, who speak English as an additional language. She is a member of the National Childminding Association.

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must:

 provide challenging and enjoyable experiences for children in all areas of learning and development by: using robust observation and assessment of children's learning to identify their next steps and; planning for individual children, taking into account their interests and the next steps in their learning  increase opportunities for children to enjoy the freedom to explore, use their senses, be physically active and exuberant through interesting and exciting outdoor activities, planned and taken on a daily basis.

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

 develop further the arrangements for sharing information and partnership working with other providers that children attend in parallel with this setting, in order to fully support children's learning and development

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

 ensure that self-evaluation takes into account the views of any assistants, parents and children, so that any improvements made are informed by their views and needs.

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who attend

Children are very settled and secure in the childminder's care. She and her assistant have developed firm relationships with them, which ensures that children are receptive to the sound learning opportunities they are offered. For example, a very young child sits with the assistant and watches in fascination as he models how to post shapes into the honeypot shape sorter. The assistant supports the child as they try to post shapes themselves, naming each one as the child picks them up. Children enjoy individual attention from the childminder and her assistant, who work closely with them, supporting them in their play, as they learn to share and take turns. For example, children giggle and engage well as they play with beanbags, learning the names of colours as they throw them to each other. The assistant counts with the children and they call out the names of colours. Children balance the beanbags on their heads and guess how many each will be

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who attend

able to keep there. Activities, such as this, help to improve children's co-ordination and their language develops through enjoyable, fun-based, group activities. They also satisfactorily help children to gain necessary key skills in readiness for school when the time comes.

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who attend

Children enjoy singing familiar nursery rhymes and reading books with the childminder and her assistant, which supports their growing language skills. Very young children are captivated by an interactive nursery rhyme book, which plays tunes as the pages are turned. They press buttons, which allow them to make further selections. Children listen to music frequently and have latched onto a popular song they hear. Whenever it is played, they leave their play and begin dancing, copying the dance moves on the accompanying video link. Their faces light up and they move in time to the rhythm of the song. The childminder understands the importance of children developing good communication skills. She, therefore, supports them to extend their vocabulary and language. For example, children discuss familiar topics, such as their morning at pre-school and their favourite meals at the childminder's home. Children, who speak English as an additional language

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who attend

are adequately supported by the childminder, so that they make satisfactory progress in acquiring language skills. For example, she learns basic words in their first language, in order to ease their initial communication. Visual signage further supports children's understanding and they are given time to process and understand what is being said to them.

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who attend

The childminder takes photographs of children as they play and writes these up as observations each day. She has begun to use a tracking system, which allows her to monitor children's progress and her observations help to inform her assessment of where children are in their learning. However, observations are not sufficient in depth and detail, which means that she is not consistently able to identify children's next developmental steps or their current interests. The planning of activities is, therefore, not sufficiently informed, in order to plan a more stimulating environment and promote individual children's development to the maximum.

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who attend

Children receive age-appropriate encouragement to direct their own play but are also offered some suitable structured activities. The childminder and her assistant accurately assess the balance needed for the young children present between child-initiated play and adult-led activities. This enables children to take an active part in their learning and they learn to work with others. For example, they regularly visit their local children's centre, which offers them opportunities to interact with their peers and to enjoy messy play. Children are offered satisfactory opportunities to learn about diversity and different ways that others live. For example, they draw and paint snakes to help them learn how the Chinese celebrate new year. The childminder plans some appropriate play opportunities to promote children's physical development. For example, very young children play with a xylophone, using their finer skills as they try to make sounds with it. They are taken on

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who attend

trips out into the local area when they feed ducks, visit the park and help to pay for shopping at the local store. However, children are not offered the opportunity to enjoy outdoor play everyday, which limits their ability to take risks, experience the natural world and be physically active.

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who attend

The childminder gathers information from parents about their children's routines, likes and dislikes. This information is used to help plan appropriate activities and resources. For example, an older child enjoys using art and craft beads to create patterns and these are ready for their use when they return from pre-school. Daily conversations with parents provide them with adequate opportunities to share information about their child's learning and development at home. They are encouraged to look at their child's learning journal and to note their learning at home in a book, which the childminder provides. Younger children additionally have a daily diary, which records learning and care information from the childminder and the parents. Such initiatives offer children security as they see the sound partnership between the childminder and their parents.

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

The childminder organises the available space in her home suitably to enable her to meet children's individual needs and to offer them a suitable range of activities. For example, older children use the table for painting and craft activities and younger children play on the floor. Children sleep in a pushchair in the hall and also have use of the lounge for quieter activities and the kitchen is used for those in highchairs during mealtimes. They are able to request resources, which are not out and confidently ask for what they want.

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

Children are cared for with warmth, sensitivity and affection, which ensures that they form secure attachments. The childminder and her assistant know them and their families' well, which offers children stability and security. Parents appreciate the flexibility of the childcare service that is provided, which means that they can work knowing their children are enjoying their time at the setting and are safe and well cared for. The childminder seeks to meet each individual family's needs and the information shared enables her to offer children appropriate support in their play and daily routines. Her home is safe and secure and the environment within which children play is generally child-focussed, which satisfactorily supports them to play and learn. The childminder and her assistant are good role models and children are encouraged to behave well and be polite. Children are given clear explanations about behavioural expectations and learn about the effect their

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

behaviour has on others. This helps children to build positive attitudes to future learning and prepares them for the transition to pre-school or school.

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

Children are appropriately supported to become independent in self-care routines. For example, young children help themselves to their drinks throughout the day. Children gain a reasonable awareness of the importance of healthy lifestyle choices. For example, they talk about why it is important to make sure that they have clean hands before eating. They discuss the benefits of healthy practices, such as eating a healthy diet and the effect of exercise on their bodies. However, the lack of regular outdoor play limits their ability to be physically active and this impacts on their well-being. The childminder and her assistant are keen to help children to learn about keeping themselves safe. For example, they practise the 'stop, look and listen' procedure each time they cross a road on outings with children.

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provision

The childminder is generally aware of her responsibilities to meet the learning and development requirements of the Early Years Foundation Stage. She is clear about her responsibility to meet the safeguarding and welfare requirements. The childminder is motivated to undertake further training and has booked herself onto courses, which she feels will further improve her practice. The monitoring of children's progress is adequate and the childminder is able to check that they are making steady progress.

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provision

Children's well-being and welfare is satisfactorily promoted. The childminder has a secure knowledge of child protection and is booked to attend further training. This means that she is clear about the procedures to follow should she have concerns about a child in her care, which adequately protects children from harm. The home is risk assessed daily and any outings are subject to the same procedures prior to a trip taking place. Children are, therefore, cared for in a safe, welcoming and homely environment, which enables them to relax and settle easily.

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provision

The childminder has developed supportive and effective partnerships with parents. This means that she knows the children well and can ensure their care is consistent and meets their individual needs. She uses her experience as a parent and her knowledge of child development to support parents to continue their child's learning at home. The childminder and her assistant have developed friendly and supportive relationships with the local schools and early years settings children attend. However, the childminder has not shared information about children's learning, which does not help to offer them a consistent experience.

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provision

The childminder evaluates her daily practice through the use of the local authority quality assurance tool. She, therefore, has an adequate picture of her main strengths and weaknesses. However, this evaluation does not yet sufficiently take account of the views of her assistant, parents and children. The childminder does not, therefore, have a representative overview to assist her in identifying future areas for development.

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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 EY390477 Local authority Cambridgeshire Inspection number 821775 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 11 Number of children on roll 14

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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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