Belton, Stephanie

Inspection date

Previous inspection date 21/06/2013 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 have quickly built close bonds with the childminder. As a result, they play happily and confidently in her care and are emotionally secure.  The childminder helps children to develop a positive attitude towards healthy outdoor exercise through interesting local walks and active experiences at local play parks.  The childminder has developed comprehensive, underpinning policies and procedures that ensure parents develop a clear understanding of the childminding provision. This gives them confidence and contributes well to children's safety and sense of security.

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It is not yet good because

 Observation and assessment is not yet refined enough to precisely tailor each child's learning experiences so they make the best possible progress towards the early learning goals.  The summaries of children's learning do not clearly show the rate of progress children make, which makes planning for their future learning more difficult.  Opportunities that help children learn to value differences and similarities, such as their own and other home languages, are not fully promoted.

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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 spoke with the childminder at convenient times during the inspection.

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Inspection activities

 The inspector observed the children at play and their interactions with the childminder.

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Inspection activities

 The inspector examined a range of documentation, including policies and procedures, children's record forms and the children's progress records.

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Inspection activities

 The inspector took into account the views of parents through testimonials and comments made in the shared daily records.

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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 parts of the Childcare Register. She lives with her husband and two children aged six months and five years in March, Cambridgeshire. The whole of the ground floor of the property is used for childminding. There is an enclosed garden for outside play. The childminder is able to take and collect children from local schools and pre-schools. The family has two cats.

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Information about the setting

The childminder is currently caring for two children in the early years age range. She supports children who are learning English as an additional language. The childminder is a member of the Professional Association for Childcare and Early Years. She offers her childminding service from 6am until 8pm each weekday all year round with the exception of planned family holidays.

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must:

 refine the use of observations and ongoing assessment to enhance understanding of children's achievements and tailor individual learning experiences so they make the best possible progress towards the early learning goals.

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

 make better use of available guidance, such as Development matters in the Early Years Foundation Stage, to more precisely monitor the rate at which children progress and identify the next steps in their learning

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

 provide further opportunities to extend children's understanding of their own and other home languages, cultures and lifestyles, for example, through books, posters and labels.

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who attend

The childminder has a satisfactory understanding of how children learn and provides a suitable range of activities and resources that help children make adequate progress towards the early learning goals. She is aware of children's immediate interests and makes sure toys they particularly enjoy are set out ready for their arrival, such as small world cars and figures. This means children settle to their activities and are soon involved in their play. The childminder plays with the children at their level and they have fun together, which means children mostly enjoy their learning. However, planning tends to be completed in advance, and based on routines and activities, rather than closely linked to observations of what individual children enjoy and can do, and what they need to do next. Therefore, children's progress is not as effective as possible and some activities lack challenge. The childminder produces attractive learning journals that show parents the

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who attend

activities that children enjoy and can do. She provides a daily written report and encourages parents to share information from home, so they are suitably involved in their children's learning experiences.

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who attend

Children participate in art and craft activities, and enjoy practical tasks, such as icing biscuits. They make cards for different occasions, such as Mother's Day and enjoy manipulating play dough, which supports their physical development adequately. The childminder has a good selection of books, and reads to the children every day. She encourages children to make hand prints from paint and talks to them about colour and consistency to engage their senses. She suitably supports their early writing by providing an interesting range of pens, pencils and markers. All of this helps children develop their communication and language appropriately, preparing them adequately for the next stage in their learning. Everyday activities support children's mathematical development, such as number rhymes and songs. The childminder talks to children about numbers, and praises them readily when they remember their age and count out loud using their fingers.

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who attend

Children enjoy sorting coloured blocks and confidently match similar colours and shapes as they build a tower, or line them up in rows. Older children show an interest in early technology, for example, they understand how to operate a compact disc player independently.

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

The childminder has mostly successful settling-in procedures that enable her to quickly build firm bonds with the children. She collects sufficient information from parents about children's care needs, such as routines and comfort toys, and has a flexible approach to introducing children into her setting. As a result, children feel secure and happy in the childminder's care. However, although the childminder finds out about the children's backgrounds and lifestyles, she is not using this knowledge to ensure the childminding environment reflects those individual characteristics. For example, there are few words or stories in children's home languages to enhance their self-esteem and help them understand about differences and similarities. The childminder works with parents to develop a consistent approach to acceptable behaviour so children acquire a suitable understanding of right and wrong.

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

Mealtimes adequately promote children's understanding of nutritious foods and how to keep themselves healthy. The childminder talks to parents about introducing weaning foods and ensures the food they provide is appropriately heated and served. Children sit at the table for lunch, so they can enjoy shared conversations in a relaxed environment, which gives them positive attitudes towards healthy eating. Regular cooking activities help children to explore where their food comes from. The childminder reminds children about regular hand washing to develop their understanding of healthy lifestyles and support their growing independence. Children effectively learn about the benefits of active exercise as they explore their local area on daily walks. They visit nearby play parks and grow in confidence as they take acceptable and well-supervised risks on large play equipment.

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

The childminder takes children to activity and toddler groups, where they learn to socialise and develop friendships with others in their local community. This gives them confidence as they prepare to transfer to other settings, and eventually, to school. The childminder organises her home efficiently and has plentiful, accessible resources to support children's learning. She uses her pleasant garden every day to explore nature and encourage children to learn about growing things and wildlife. This develops children's understanding of the natural world well. Children learn to keep themselves safe as they regularly practise the emergency evacuation plan and learn how to cross roads safely.

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provision

The childminder has only been caring for children for a short time. However she has made a sound start to her childminding business by developing good quality, informative policies and procedures. These help to ensure parents are well informed about the childminding provision, and contribute well to children's health, safety and well-being. She shows a good understanding of safeguarding procedures and knows how to identify and report any child protection concerns if necessary. She holds a current first aid certificate, which enables her to deal safely with minor accidents. Parents indicate they are very pleased with the childminder's service. They say she is professional and approachable and her communication is excellent. The childminder has not needed to share information with schools or other early years providers as yet, but is aware this is beneficial and helps children to maintain consistency of learning.

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provision

Children play in a safe and clean environment due to the childminder's effective risk assessments. She supervises the children as they play and keeps her home and garden secure. All of which helps to ensure children learn and play safely. The childminder has a good commitment to developing her provision and has identified areas for improvement. For example, she has attended a workshop on observation and assessment, and intends to further her qualifications. She meets regularly with other childminders to share ideas, and seeks advice from her local authority advisors. As a result, she implements steady improvements to ensure children make satisfactory progress in their learning and development. Children's progress towards the early learning goals is adequately monitored through regular assessments that help to indicate any gaps in development. However, these do not clearly show the rate of progress each child makes. Therefore it is difficult to

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provision

accurately track progress over time and ensure activities offer the right amount of challenge.

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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 EY455483 Local authority Cambridgeshire Inspection number 896338 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 4 Number of children on roll 2

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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

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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