Childminder in Cambridgeshire

Inspection date

Previous inspection date 10/05/2013 Not Applicable

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early years provision

This inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision is satisfactory

 Children are happy and settled because their emotional needs are effectively met by the childminder. Relationships are warm and caring.  Children are safeguarded because the childminder is fully aware of her responsibilities to protect them from harm.  The childminder effectively supports young children's language development.

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It is not yet good because

 Ongoing assessment of children's achievements, interests and learning styles are not always consistently linked to the planning of activities. As a result, children are occasionally not provided with challenging activities that are fully matched to their learning needs.  Ways to gather information from parents about their child's interests and achievements before they attend, are not yet fully effective, in order to further enhance the initial assessment process and the planning of activities.  Appropriate hygiene routines are not always effectively promoted. As a result, the risk of infection to children is potentially increased and their developing independence skills are not always fully maximised.  Identified priorities for improvement have not yet been used to inform an improvement plan, in order to continue to develop and advance on current practice.

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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

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Information about this inspection

 scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged 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 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  scheduled 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 conducted a tour of the premises during the inspection.  The inspector observed children's activities and routines in the indoor areas.

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Inspection activities

 The inspector spoke to the childminder at appropriate times throughout the inspection and spent time interacting with the children.

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Inspection activities

 The inspector looked at children's learning journey records, planning systems, a selection of policies and procedures and children's records.

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Inspection activities

 The inspector checked evidence of suitability of the childminder and discussed self- evaluation.

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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 in a house in the Chesterton area of Cambridge. The whole of the premises and the rear garden are used for childminding. The childminder has a pet cat.

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Information about the setting

The childminder attends toddler groups and activities at the local community centre. She visits the shops and park on a regular basis. There is currently one child on roll, who is in the early years age group and attends for a variety of sessions. The childminder operates all year round from 7am to 7pm, Monday to Friday, except bank holidays and family holidays. She supports children who speak English as an additional language and is a member of the Professional Association for Childcare and Early Years.

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must:

 create further challenging and enjoyable learning experiences across the seven areas of learning by taking into account the individual needs, interests and stage of development of each child.

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

 devise ways to encourage parents to share what they know about their children. This refers to their interests and achievements before they attend, in order to further enhance the initial assessment process and the planning of activities

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

 develop self-evaluation further, for example, by devising an improvement plan to overcome identified weaknesses, in order to continue to advance on current practice

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

 develop children's health and self-care skills further, for example, by encouraging their personal hygiene routines, such as children washing their hands.

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who attend

At the time of the inspection, the childminder had only been caring for children for a short period of time. However, she demonstrates a generally sound knowledge of the learning and development requirements, in order to guide and support the development of children's capabilities, in readiness for school. The childminder is beginning to observe children and records their achievements, so that she is aware of their stage of development and the next steps in their learning. However, the identified priorities are not always routinely used to inform her planning of challenging experiences in all areas of the children's learning. As a result, planned activities are occasionally not closely tailored to the individual needs of the children. The childminder is currently developing systems to monitor and track children's progress towards the early learning goals. She understands the requirement to complete the progress check at age two years, when the need arises.

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who attend

The childminder obtains general information about the children at the start of the placement. For example, information is obtained about their care routines and preferences. However, ways to gather additional information from parents to share what they know about their child before they attend are not fully established. This means that the initial assessment process and the planning of activities is not fully effective. The childminder communicates with parents on a daily basis. For example, she shares a written account of their child's day.

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who attend

The childminder appropriately supports young children's communication and language skills, including the development of English for children who speak English as an additional language. For example, she repeats simple words and encourages children to make 'nee, naw' sounds as they push the fire engine along the floor. In addition, the childminder encourages young children to sings rhymes, such as 'If you're happy and you know it, clap your hands'. Children's early literacy skills are encouraged because the childminder reads stories and helps them to select books for their own enjoyment. Young children are beginning to make marks on paper.

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who attend

The childminder joins in the children's play, offering support and encouragement. For example, children are encouraged to count and to solve problems as they match items and complete puzzles. This promotes children's early mathematical development. In addition, the childminder encourages children to recognise and name colours during the context of their play. Children are developing their early physical skills. They enjoy pressing toys with buttons and levers, which develops their hand-to-eye coordination. Children use larger scale apparatus in the park and are learning to develop control and co- ordination over their bodies as they ride on wheeled toys. For example, children enthusiastically use their legs to move the train when the childminder says 'ready, steady go'. Children say 'wee' as they roll down the slope, smile with enjoyment and ask for another go. They make new friends during visits to toddler groups and explore the local

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who attend

community. For example, children visit the library and purchase food items from the shops. This broadens children's range of experiences and develops their social skills.

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

Relationships between children and the childminder are positive. Children settle well because their emotional security is addressed well. A settling-in period is agreed with parents and parents' views about their child's care needs are sought at the start of the placement. For example, information is exchanged to ensure that specific dietary needs and preferences are catered for and that any medical needs are known and accurately met. This helps to ensure continuous and consistent care for the children and aids transitions from their home into the childminder's care. Children do not currently attend any other provision. However, the childminder is aware of the importance of preparing them for their transition into other early years settings and reception class at school.

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

The childminder makes children feel special and as a consequence, they enjoy their time with her. For example, children seek reassurance as required and happily snuggle into the childminder to listen to a story. The childminder creates a safe environment where children independently access age-appropriate resources. Consequently, they are beginning to develop their curiosity and explore their environment. Young children are developing an awareness of safety and how to stay safe. They are taught sensible road safety and are supported by the childminder to safely use more challenging equipment in the park. From a young age, children gain an awareness of behaviour boundaries. They learn simple rules and guidelines and why they need to be kind and thoughtful towards others. The childminder uses positive reinforcement, in order to promote children's confidence and self-esteem. As a result, children smile, clap and are proud of their

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

Young children have access to the outdoors for fresh air and exercise, which aids their continuing well-being. They are taken on walks around the local community and the childminder encourages them to be physically active. For example, children roll, kick and catch balls in the childminder's garden. While children are cared for in a clean environment, the childminder does not always implement effective personal hygiene routines, such as encouraging children to wash their hands before their snack. Consequently, children's ongoing well-being is compromised because there is a risk of infection and their independence is not fully maximised.

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provision

The childminder has a general overview of the educational programmes and experiences required to help children progress towards the early learning goals. However, assessment is not always routinely linked to the planning of activities. This occasionally impacts on the children's ongoing development because activities are not always sharply focussed on their precise learning needs. The childminder seeks support from other childminders and is beginning to use self-evaluation to reflect on the quality of her provision, including asking parents for their comments about the service provided. For example, the childminder intends to improve teaching strategies and to develop the outdoor area as a learning environment. However, identified priorities for improvement have not been used to inform an improvement plan, in order to continue to develop and advance on current practice.

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provision

The safeguarding and welfare requirements are met. Arrangements for safeguarding children are secure. Clear procedures are in place for identifying children at risk of harm and liaising with the appropriate agencies. This ensures that children are well protected and given high priority at all times. The childminder supervises the children well and ensures that appropriate safety measures are in place to avoid dangerous situations. For example, a safe barrier prevents children from accessing the stairs, the house and rear garden are secure. Risk assessments are completed when children are taken on outings. As a consequence, hazards to children are kept to a minimum.

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provision

The childminder establishes friendly relationships with parents, in order to support the children's continuing care and learning. Written policies and procedures sufficiently reflect the service provided by the childminder and are provided for parents. The childminder understands the importance of developing relationships with other providers, schools and professionals, in order to continue to meet their needs and help them to make progress. However, to date, she has not been required to implement this in practice.

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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 action. 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 EY454176 Local authority Cambridgeshire Inspection number 892009 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 1

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Name of provider

Date of previous inspection not applicable

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Telephone number

set out in the guidance ‘Complaints procedure: 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, which are usually the childminder’s 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

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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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