Corteil, Sarah Louise Mary

Inspection date

Previous inspection date 15/08/2013 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 form positive relationships with the childminder and she offers them regular praise and encouragement.  Children's language develops well as the childminder offers them explanations about activities and talks to them during their play.  Children learn about their local community and the area in which they live through the frequent outings they enjoy to places of interest.

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It is not yet good because

 Self-evaluation does not include views of parents or children and improvements are not prioritised through rigorous monitoring or self-challenge.  Children are not offered a consistent approach as learning information is not shared with parents, early years providers or schools.  The childminder does not sufficiently help children learn to relate healthy foods and activities with how they can live a healthy lifestyle.  The childminder does not always manage older children's behaviour effectively or consistently. This does not help them manage excess energy or difficult feelings.  Teaching about equality and diversity is less effectively covered, which does not enable children to learn to positively value difference.

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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 compulsory part 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 childminder's lounge-dining room, kitchen and garden.

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Inspection activities

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

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Inspection activities

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

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Inspection activities

 The inspector also took account of the views of three parents either spoken to on the day or through written feedback provided.

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Information about the setting

The childminder was registered in 2011 and is on the Early Years Register and the compulsory part of the Childcare Register. She lives with her husband and two children aged three and seven years in a house in St Ives, near Huntingdon, Cambridgeshire. The whole of the property, except for the main bedroom upstairs, is used for childminding. There is an enclosed rear garden available for outdoor play. The family have two pet cats.

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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 library and parks on a regular basis. She collects children from the local schools and pre-schools.

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Information about the setting

There is currently one child on roll who is in the early years age range. Children attend for a variety of sessions. The childminder operates all year round from 8am to 6.30pm, Monday to Friday, except for bank holidays and family holidays. She is a member of the Professional Association for Childcare and Early Years, is working towards the Early Years and Childcare Quality Framework and receives support from the local authority.

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must:

 ensure that initial information gathered, and observations, identify children's level of achievement, interests and learning styles and use these details to shape learning experiences for each child and decide their next steps

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must:

 improve the educational programmes for personal, social and emotional development, physical development and understanding the world by; encouraging children to form positive relationships with other children; promoting children's understanding of how to live healthily; and ensuring children know about similarities between themselves and others, and among families, communities and traditions.

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

 improve self-evaluation to take account of the views of parents and children and ensure that improvements made are as a result of careful monitoring, analysis and self-challenge

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

 develop further the partnerships with parents, early years providers and schools children attend to ensure learning information is shared and makes a strong contribution to promoting children's development.

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who attend

At the time of the inspection the childminder had only recently recommenced caring for children after having a break. However, she demonstrates a generally sound knowledge of the learning and development requirements. This enables her to offer children activities which help them make satisfactory progress towards the early learning goals 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. However, observations do not yet enable the childminder to routinely set the next steps in children's learning. This means that planned activities are occasionally not closely tailored to the individual needs of each child. The childminder is currently developing ways to monitor and track children's progress towards the early learning goals. She understands the requirement to complete the progress check at age two, when the need arises.

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who attend

The childminder obtains general information about children at the start of each 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 the initial assessment process and the planning of activities is not fully effective. The childminder communicates with parents on a daily basis as she talks to them about how their child has been and what they have been doing. For younger children the childminder provides parents with 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 as she models language and repeats simple words and new words for them clearly. For example, young children exploring play dough with shape cutters learn words such as 'star' and 'circle'. In addition, the childminder encourages young children to sing rhymes, such as 'Old MacDonald had a farm'. Children's early literacy skills are encouraged because the childminder reads stories with them daily and encourages them to select books for their own enjoyment. For example, children make a den outside over the climbing frame and select their favourite stories to take inside. The childminder also takes advantage of the lending service from the local library which she arranges when she and the children visit for 'Story and rhyme time'. Young children are beginning to make marks on paper and as they use chalks outside on a sunny day. Older children relate the heart shapes they

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who attend

draw to family members and the childminder discusses their work with them, offering praise and encouragement.

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who attend

The childminder joins in the children's play offering them appropriate support. For example, children are excited about the prospect of making their own play dough. The childminder encourages them to share and take turns, as they add the ingredients and discuss how much water they will need. Throughout the activity children talk animatedly to the childminder about the different kinds of play dough they have made with her. They recall making the edible play dough last week and the childminder tells them they can make this again tomorrow to take home. She suggests that then they can make it with their parents too. Children are encouraged to develop their mathematical knowledge and solve problems. They count the number of rolling pins they have and work out that they need 'one more', which the childminder provides. In addition, the childminder encourages children to recognise and name colours during the context of their play. Children are

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who attend

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 in the cosy coupe car and use the swing. For example, children enthusiastically move their legs to make the swing move back and forth. A younger child learns that by moving their legs the swing moves to and fro and they enjoy the movement as they look up into the leaves of the tree above them. Young children squeal with delight as they go higher and older children show their greater skill proudly as they lean back to increase the effect of the movement of their bodies. Children enjoy playing in the 'mud pit' and have fun as they plant and grow beans and tomatoes. However, despite these activities the childminder is not yet linking children's physical or growing activities to how they can live a healthy

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who attend

lifestyle. Additionally, although the childminder has some books which address cultural diversity, children are not otherwise learning to value and accept similarities and differences between themselves and others.

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who attend

Children make new friends during visits to toddler groups and explore their local community. For example, children visit the museum and feed ducks at the river. 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 and they settle well because their emotional security is addressed well. A settling-in period is agreed with parents who provide information about their child's care needs at the start of the placement. For example, details are 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 home into the childminder's care. The childminder is aware of the importance of preparing children for their transition into other early years settings and reception class at school. However, she does not yet routinely share learning information with them to ensure children receive a consistent approach to their development.

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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 favourite 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 the childminder teaches them to safely use more challenging equipment in the park. Young children's behaviour is managed effectively and they gain an awareness of behaviour boundaries. They learn simple rules and guidelines and why they need to be kind and thoughtful towards others. However, sometimes the boisterous behaviour of older children is not managed consistently or as effectively. This does not help them

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

understand what is expected of them. The childminder routinely uses praise and positive reinforcement in order to promote children's confidence and self-esteem. As a result, children smile, and are proud of their achievements.

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

Children have access to the outdoors each day for fresh air and exercise, which supports their well-being. They take regular walks around the local area and the childminder encourages them to be physically active. For example, children climb on the climbing frame, ride in the cosy coupe car as they practise their 'parallel parking' and play in the sand and water trays in the childminder's garden. Children are cared for in a clean environment and the childminder encourages them to develop effective personal hygiene routines. For example, children are encouraged to wash their hands before their snack and use their individual flannels. Consequently, children's on-going well-being is protected from the risk of infection and their independence is promoted.

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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 routinely linked to the planning of activities. This occasionally impacts on the children's on-going development because activities are not always sharply focussed on children's precise learning needs. The childminder seeks support from other childminders who meet at the local children's centre. She is beginning to use self-evaluation to reflect on the quality of her provision. For example, this has led her to begin undertaking the local authority quality assurance scheme. However, she does not yet take into account parents' or children's comments about the service provided. Identified priorities for improvement inform a satisfactory improvement plan which enables the childminder to continue to develop her practice.

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provision

The safeguarding and welfare requirements are met. Arrangements for safeguarding children are clear. Procedures are in place to identify children who may be at risk of harm and the childminder is aware of her role in liaising with the appropriate agencies. This ensures that children are well-protected and their welfare is given high priority at all times. The childminder supervises children well and ensures that appropriate safety measures are in place to avoid dangerous situations. For example, a stair gate prevents children from going upstairs, and the house and rear garden are secure. The childminder carries out a visual check of the home each day before children arrive and is vigilant about the safety of resources. Separate written risk assessments are in place for outings undertaken with the children. As a consequence, hazards to children are minimized.

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provision

The childminder establishes friendly relationships with parents who appreciate the flexibility of the service she provides. This enables the childminder to support children's continuing care, although learning information is less effectively shared. Written policies and procedures sufficiently reflect the service provided by the childminder and are shared with parents. The childminder understands the importance of developing relationships with other providers, agencies and professionals in order to meet children's individual needs and help them make progress. She has prior experience of caring for children with special educational needs and/or disabilities. 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

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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 EY426330 Local authority Cambridgeshire Inspection number 903469 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 4 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

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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