Childminder in Cambridgeshire

Inspection date

Previous inspection date 09/08/2013 Not Applicable

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early years provision

This inspection: 2 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 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 The childminder builds strong partnerships with parents and this means she is well informed about children's care needs and their learning at home.  Children feel happy and secure when in the care of the childminder because there are good procedures in place to gradually introduce them to their new surroundings.  Children move freely around the childminder's warm and welcoming home. The environment supports their positive development and, as a result, children are eager to quickly learn new skills, explore and investigate.

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It is not yet outstanding because

 There is scope to strengthen partnerships with other settings and schools that children attend to ensure there is an even greater shared understanding of children's learning and 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

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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 the home and in the garden.

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Inspection activities

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

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Inspection activities

 The inspector took the views of parents into account by reading letters provided for the purposes of the inspection.

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Inspection activities

 The inspector looked at children's assessment records, evidence of first aid training, the provider's self-evaluation form and a range of other documentation.

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Information about the setting

The childminder was registered in 2013 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives in Ely, Cambridgeshire with her mother and adult sister. Her mother is a co-childminder and her sister is her assistant. They childmind from her mother's premises where the ground floor of the house is used for childminding and a bedroom may be used for sleeping children. Currently, there are seven children on roll. There is an enclosed garden available for outside play. The family has a cat.

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Information about the setting

The childminder is able to walk with children to and from local schools and pre-school. She minds all year round. The childminder 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:

 strengthen partnerships with other setting that children attend to ensure there is a coordinated approach to children's learning and development.

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who attend

Children are happy and eager to explore and learn when in the care of the childminder. This is because she has good procedures in place to get to know them. She involves parents in discussions about children's starting points and frequently shares information about children's development and learning. The childminder encourages parents to be involved in their child's learning at home and makes suggestions for trips that will extend children's experiences. The childminder is observant when joining in with children's play and, as a result, can assess their development and plan activities that she knows will interest them and promote their learning and development well.

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who attend

The childminder knows that children learn through play and provides a broad range of activities to support their individual needs. Young children particularly enjoy playing outside where they show great curiosity as they investigate snails crawling on the grass. The childminder extends their learning by counting the snails and encouraging the children to copy her. This enhances children's mathematical development effectively and subsequent discussions teach children about living creatures and the natural world. Babies are provided with a variety of resources to investigate and enjoy the different textures of sponges, brushes and other natural resources. This promotes their sensory development successfully.

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who attend

Children's communication skills are encouraged by the childminder during engaging discussions throughout activities and routines. The childminder asks children about visits to the beach, when playing with the sand and introduces words, such as 'crab' and 'sandcastle', as they play contentedly together. As a result of these delightful interactions, children are confident to talk, share their ideas and convey their wants and needs successfully. The childminder happily shares books with children and encourages them to look at pictures and talk about what they see. This demonstrates that children are, generally, learning to enjoy the experience of reading books for pleasure, as well as gaining important literacy skills vital for their future learning.

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

Children feel contented and secure when with the childminder because she has built strong partnerships with parents and is well informed about children's care needs. Strong bonds and attachments are evident as babies and young children frequently enjoy a cuddle and reassurance from both herself and her assistant. The childminder also has a good understanding of how change can affect children. She, therefore, makes careful plans about introducing children to new surroundings, as well as considering the impact that this will have on children already settled in her care. This sensitive approach ensures that children are well prepared and the positive experience supports them well in their future moves to school. Children behave well because the childminder has clear boundaries. She uses techniques, such as distraction, to prevent any conflict and gently reminds those who need support in sharing toys. Children's independence is encouraged

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

according to their age and stage of development. Young children hand nappies to the childminder during changing time and fetch their own shoes in preparation for outings.

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

Children enjoy being outside to practise their physical skills such as crawling into tents and pedalling cars around the patio. Children also have opportunities to dance to music and visit the local park, where they have the freedom to run around and have fresh air. This supports their understanding of the importance of exercise and allows them to take safe risks in their play. Children's good health is further promoted by healthy foods and snacks. The childminder displays menus for parents to see and, in this way they can plan their own family meals and be encouraged to provide nutritious packed lunches for their children. The childminder is vigilant about children's safety and teaches them how to keep themselves safe from harm. For example, the childminder encourages children to wash their hands after playing with sand and explains that this will keep them clean and prevent sand from getting into their eyes.

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provision

Children are effectively safeguarded because the childminder has a good understanding of how to identify and report concerns she may have about children in her care. She has a good range of policies and procedures in place, which further supports her work, including risk assessments for all activities and areas that children access. The childminder has frequent discussions with her assistant to ensure she is familiar with procedures and understands her responsibilities to care for and promote the development of children. Training opportunities are identified and prioritised so that the assistant can develop her professional knowledge effectively.

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provision

The childminder uses self-evaluation to successfully identify areas of strength and areas for development. She speaks with parents, her co-childminder and assistant in order that their views are incorporated and, as a consequence, has plans in place to improve her provision. The childminder recognises the importance of developing her skills and knowledge further. She attends training, local childminding network events and has close contact with other childminders in her area. This, together with her effective use of the internet, means she stays well informed and children benefit from current childcare practice.

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provision

The childminder tracks children's progress and, through planning and provision of resources, ensures they have a broad range of experiences to promote their learning. She has a strong partnership with parents and keeps them well informed through newsletters, discussions and daily diaries. Parents share their positive feedback in letters sent in readiness for the inspection. The childminder has made contact with the local school and after school club where children attend. However, there is room to strengthen these partnerships further to ensure there is a shared knowledge about the learning and development of each child. This will enable the childminder to better complement and support children's progress in a coordinated way.

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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 EY459661 Local authority Cambridgeshire Inspection number 906570 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 Number of children on roll 7

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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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