Childminder in Cambridgeshire

Inspection date

Previous inspection date 12/07/2013 16/01/2012

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early years provision

This inspection: 2 Previous inspection: 2 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 has a good understanding of how young children learn and uses this to plan interesting experiences that are mostly appropriate to their age and stage of development and linked to their interests. Children are, therefore, stimulated and their development is effectively promoted.  Children are actively learning to plan and make decisions about their play as the childminder effectively supports them through, for example, sustained shared thinking, to help them explore their ideas and to make links in their experiences.  Children feel safe and secure in the childminder's care as she provides a welcoming environment, where they have consistent boundaries and familiar routines. This helps the children build a confident and positive attitude to life and their future learning.  The childminder ensures that children's safety is highly prioritised and takes comprehensive steps to protect their well-being.

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It is not yet outstanding because

 Children's creative and critical thinking skills are not fully maximised as the childminder does not always build in opportunities for them to play with materials before using them in planned tasks.  The monitoring of practice does not fully extend to consistently incorporate the detailed views of parents and therefore, this information does not always assist in identifying areas for further improvement.

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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 observed activities in main room and the outside area.

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Inspection activities

 The inspector looked at a selection of policies, procedures and photographs of children joining in with different activities.  The inspector carried out a joint observation with the childminder.

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Inspection activities

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

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Information about the setting

The childminder was registered in 2005 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her one child aged 15 years and two older children in a house in Cambourne, Cambridgeshire. The whole of the ground floor and the rear garden are used for childminding. The family has no pets.

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Information about the setting

The childminder attends a toddler group and 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

There are currently eight children on roll, two of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 7am to 6pm, Monday to Friday, except bank holidays and family holidays. She is a member of the Professional Association for Childcare and Early Years.

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

 enhance further children's creative and critical thinking by building in more opportunities for them to play with materials before using them in planned tasks

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

 enhance the use of self-evaluation by extending how the views of parents are incorporated, to further assist in identifying areas for further improvement.

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who attend

The childminder knows the children very well and has high expectations for them all. At the start of the placement she fully discusses the children's likes, dislikes and level of development with the parents. She also provides a range of different resources for the children to play with during their settling-in process. This means that she can then see how the children react to the toys and where they are in their learning. All this information is then used to identify the children's next steps in progress and effective systems help the childminder to incorporate these into her planning. For example, when children show an interest in imaginary tea parties, the childminder uses this to introduce discussions about the children's family members and who they might invite to their gathering. She also encourages the children's writing skills by helping them prepare invitations and design cards. This leads on to discussions about how many cups and sugar lumps might be

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who attend

needed, further developing the children's use of maths in everyday activities. Parents are kept well-informed about their children's time with the childminder through use of a daily diary, text messages and verbal interaction with the childminder. They are involved in their children's learning as they share activities enjoyed by them at home with the childminder. She is then able to complement and further the children's learning as she, for example, provides a number mat to interest children after they have been using numbers a lot at home.

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who attend

The childminder has a secure knowledge of the Statutory Framework for the Early Years Foundation Stage and of how children learn. She provides a mostly good range of child- initiated and adult-led activities that link to children's interests and extend their learning and school readiness. For example, when children choose to play with the dough, the childminder helps them to explore their ideas and own experiences. Children's language skills are praised as they describe their snake needing 'arms so it can reach' and they extend their imagination skills as they then turn the snake into a 'very tall lady.' They describe how the lady needs a skirt, eyes and a nose. The childminder encourages their understanding of themselves by asking what a nose is needed for to which the children confidently say 'For sniffing.' The children recognise that the lady also needs a 'small mouth' which she uses to give the childminder a friendly kiss. The children then further

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who attend

their imagination and creative skills as they mimic a lady's voice and say 'I'm very good at cycling.' The childminder supports the children's thought processes by providing a small bike for them to use in their role play scenario. Suddenly the lady's head falls off, which causes great amounts of laughter. The children then demonstrate their growing use of mathematical language by saying that she is 'shorter now and has shrunk.'

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who attend

Most activities provide a good level of challenge that is appropriate to the children's age and stage of development. For example, children actively participate in a game of 'float or sink.' The childminder provides the children with a range of different objects, which they place in the water to see if they stay afloat or sink to the bottom. She encourages their mathematical skills and their understanding of the world as they place the items in separate groups depending on how they react in the water. She develops the children's predictive skills as she asks them to think about whether an item will sink or float before they place it in the water and models being a thinker herself as she says 'I don't know what this will do' when a small plastic rod is chosen. However, occasionally the opportunities for more able children to further enhance their creative and critical thinking skills are not enhanced as opportunities for them to play with materials before using them

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who attend

in planned tasks are not always built into the activity.

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

Children are happy spending time with the childminder. They form appropriate and secure attachments with her, her family and their friends helping them feel safe and settled. They confidently interact with the childminder and involve her in their play. For example, they encourage her to run away as they chase her with a plastic frog saying 'ribbit, ribbit' as they run after her. Thorough settling-in processes ensure that the childminder gets to know all relevant details about the children and that the children and parents are secure with the arrangements from the start. The childminder offers flexible care arrangements also supporting the parents in their busy working lives. For example, if parents do not have time to prepare a snack for their child, the childminder always has one to hand.

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

Children behave well because the childminder is a good role model and supports them in learning the boundaries and expectations in place. She is consistent in her management and uses praise to build children's confidence and self-esteem. For example, when children help tidy away the toys they receive a 'Thank you' and 'Well done' for their efforts. Children are very much learning to respect each other and that everyone is an individual. For example, children discuss the reason for Ramadan with their friends and the childminder supports the older children through these celebrations by joining them in their ritual fasting. Children are well-prepared for their transition to other early years settings as they are effectively supported by the childminder who encourages their positive attitude to learning. She talks about the new setting and takes the children on the school run so that they become accustomed to the routine involved. She engages the help

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

of the older children as she encourages them to share their school experiences and actively promotes children's independence skills in preparation for the changes ahead.

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

The childminder actively supports the children in developing a good understanding of the importance of a healthy lifestyle. Children are encouraged to use individual hands towels and the childminder is always on hand to give sensitive reminders about ensuring that their hands are completely clean. The childminder builds on the children's knowledge of different foods, for example, involving them in cooking activities, such as making home- made pizzas with a variety of healthy toppings. Outings to the park are regularly accompanied by plenty of drinks and a selection of fruit for the children to snack on and younger children enjoy trying different types of fruit, such as melon and placing the skin to their mouth 'like a smile.' The children actively participate in a wide range of physical activities to promote their health and well-being. They develop their aiming skills as they throw balls to knock over skittles and enjoy seeing if they can get bean bags into the

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

correct containers. Visits to the local park also enable the older children to have their own space under the watchful eye of the childminder. Children develop a good awareness of risk and their own safety because the childminder effectively supports their development. She explains the consequences of their actions, for example, that sitting on the arm of the chair could lead to them falling and hurting themselves. She also uses fun to engage the children, especially those who are becoming a bit blase about, for example, road safety. She asks them to look for the moles and aeroplanes on the road. The children quickly tell her she is wrong refocusing them onto looking for the cars and helping them concentrate on the task taking place. Also noticing that younger children are becoming too familiar with passers-by when out and about, the childminder borrows books from the library to help them learn about stranger danger in an age-appropriate way.

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provision

The childminder has a good overview of the activities she provides and monitors the experiences she offers the children to ensure that they make good progress towards the early learning goals. She ensures that she is well-aware of the children's abilities meaning that she is, therefore, able to effectively support their further progress and development. Ongoing dialogue with parents ensures that they are kept effectively informed about their children's learning and welfare. Any concerns are sensitively discussed and supported intervention from other professionals is sought, if necessary. Partnerships with other providers are well-established as the childminder exchanges regular information with the other settings, when attended by the children, to ensure a continuity and consistency of education for them all. For example, she works closely with them to support children who are very hesitant about settling.

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provision

Arrangements for safeguarding are well-embedded and children's welfare is highly prioritised. The childminder has an effective knowledge of her responsibilities in meeting the welfare requirements of the Statutory Framework for the Early Years Foundation Stage and has attended additional training to improve her knowledge. She has effective policies and procedures in place, for example, a no smoking policy to protect children in her care. She ensures that anyone coming into contact with the children is suitable to do so and also that they are aware of protecting themselves from any allegations. All areas of the house and garden are continually risk assessed and procedures are in place to minimise any potential hazards. For example, children know that they must not use the trampoline in the childminder's garden and signs displayed remind visitors that they are not permitted to use mobile phones or cameras when minded children are present.

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provision

The childminder is pro-active in improving her knowledge and professional development. She regularly attends training courses when she feels it is appropriate to do so or when it will benefit the children in her care. She regularly reflects on her practice to ensure that any changes that are made have a positive impact on the children and their families. For example, during a family emergency she identified that she had insufficient numbers for contacting some of the parents. This was quickly remedied and she now has far more numbers in case any incidents should occur. She has identified some plans for the future and wants to use the self-evaluation form as a working document to help her further monitor her strengths and areas for improvement. There is scope to further enhance the use of self-evaluation by extending how the views of parents are incorporated into the process to assist in identifying areas for future improvement.

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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 EY315236 Local authority Cambridgeshire Inspection number 922251 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 8

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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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