Childminder in Cambridgeshire

Inspection date

Previous inspection date 13/08/2013 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

 Children develop warm and caring relationships with the childminder, which helps them to feel valued and secure.  Children develop their understanding of the world very effectively, for example, through frequent visits to the botanical gardens where they explore plants, animals and insects in their natural habitat.  Children sing songs and listen to stories with pleasure and enthusiasm. As a result, they effectively develop their communication and language skills and are ready for the next stage in their learning, including school.  The childminder promotes children's good health and physical growth well by providing wholesome, home-cooked meals and snacks that are nutritionally balanced.

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It is not yet outstanding because

 There is scope to broaden the depth of information shared with parents, about children's learning and development, to further enhance the continuity of learning between home and setting.  Resources that enable children to spontaneously make marks and develop their early writing outdoors, such as chalks or charcoal, are not fully developed.

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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 appropriate times during the inspection.  The inspector observed children at play and their interactions with the childminder.

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Inspection activities

 A range of documentation was examined, including policies and procedures, children's records, accident reports and the register of attendance.

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Inspection activities

 The views of parents were taken into account by reading children's daily diaries and parents written testimonials.

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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 with her family, which includes two children aged three and 16 years. She lives in the Petersfield area of Cambridge city, Cambridgeshire. The ground floor of the premises and an enclosed garden are used for childminding. Toilet facilities are on the ground floor. The family has two pet cats.

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Information about the setting

The childminder is currently caring for three children, of these, two are in the early years age range. She offers her childminding service from 8am until 6pm on Tuesday, Wednesday and Thursday, all year round, with the exception of public and family holidays. The childminder lives within walking distance of local schools and pre-school groups. She takes children to toddler and activity groups and local play areas. 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:

 enhance still further the support for children's progress towards the early learning goals by making greater use of information from parents about children's interests and their learning and development at home

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

 extend children's ability to spontaneously develop their early mark making in the garden, for example, by providing an accessible toolbox of varied writing and drawing materials.

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who attend

The childminder works well with parents to gather clear information about children's starting points. This enables her to monitor their progress from the outset. She communicates with parents daily and includes good information about children's activities in their dally diaries. Parents are kept well informed about the childminder's topics and themes, so they can further support children's learning at home. However, there is less information gathered from parents about how children's interests and learning are developing at home. As a consequence, the childminder is not able to make full use of information from parents to inform her planning and assessment, so she can optimise children's development. The childminder assesses children's progress in relation to their starting points and uses a range of observations to identify the next steps in their learning. As a result, all children are effectively challenged and motivated to learn new

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who attend

things. The childminder is familiar with the progress check at age two and intends to complete this when the time comes.

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who attend

The learning environment is well organised, with a good range of age-appropriate toys, books and games readily accessible to children. The childminder sets out additional resources before children arrive to provide further interest and challenge. Children lead their own activities through most of the day and explore the toys and activities freely. This helps them develop their independence and prepares them effectively for the next stages in their learning. The childminder plans some adult-led activities, such as arts and crafts, to stimulate children's interest, thereby, offering a balanced and enjoyable educational programme. Children's artwork is prominently displayed around the home, promoting their self-esteem well.

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who attend

The childminder supports children's communication and language effectively as she engages them in conversation and points out things of interest in the environment. For example, she and children notice a small aeroplane flying overhead and comment on its size and the noise it makes. The childminder encourages children to develop their sense of rhythm through dancing and moving to music. Action songs, such as 'the hokey cokey' help children to have fun with cooperative games, which builds their physical control. Children have good opportunities to use and listen to different musical instruments, where they explore sounds and experiment with the concept of soft and loud. Children's enthusiasm for music is clear, as they sing together spontaneously and eagerly join in with the childminder. Children benefit from easy access to a broad range of books and settle down happily alongside the childminder to listen to stories. This develops their interest in

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who attend

books and their literature skills for the future.

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who attend

The childminder shares her own enthusiasm for the natural world with children. She takes them out frequently to local attractions, such as the botanical gardens, enabling them to explore many unusual plants, insects and animals. Children record their findings using books and posters, for example, they note the different types of butterflies they have seen. Children learn about mathematics through enjoyable activities, including matching games and counting songs. The childminder uses numbers with very young children, remembering to count out loud. She reinforces the quantity by holding up objects, or her fingers. As a result, their understanding of early mathematics is progressing well. A good range of resources effectively supports children's emerging knowledge of early technology. For example, they play with pop-up toys, electronic books and remote control cars.

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

The childminder works closely with parents to settle children into her setting. She gathers lots of information about children's routines, backgrounds and beliefs, so that she can effectively meet their individual needs. Where possible she makes home visits, so she gets to meet the people who are special to children and learn more about their pets, preferences and lifestyles. As a result, children settle quickly and demonstrate they are happy and content in the childminder's care. Children relate well to the childminder and respond positively to her calm and warm manner. They behave well and learn positive sharing behaviour because she is a good role model. The childminder encourages children to develop their own sharing strategies, for example, by enabling them to use timers to take turns with the toys and equipment. This helps them to cope with future social situations, where they are required to share and also prepares them for school. Frequent

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

visits to local activity and toddler groups helps children to develop their relationships with other children and supports their social skills well.

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

The childminder reinforces good hygiene routines and teaches children about the correct hand washing techniques. She keeps her home clean and hygienic, so children play in a healthy environment. Children benefit from wholesome and nutritious meals and snacks and their awareness of healthy eating is promoted well. The childminder talks to children about the benefits of a healthy diet and involves older children in cooking activities. Younger children develop their independence as they feed themselves and explore new foods. Children engage in lots of physical activities, both indoors and out. They visit local play areas to use large equipment, go for walks and have regular opportunities to run, jump and climb. This effectively supports children's understanding of healthy activities and lifestyles.

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

The childminder makes good use of her garden to support children's appreciation of the natural world. They grow sweet smelling herbs and lavender and watch the bees and butterflies. Children develop their physical skills well, for example, as they play in the large sand pit and learn to use scoops and spades to fill and empty containers. However, resources that encourage children to make marks and develop their early writing skills, such as chalks or charcoal, are not always readily available. The childminder helps children develop a sense of safety through regular routines, such as practising the fire drill. She talks to older children about 'stranger danger' and road safety, so they can begin to assess their own risks. The childminder has good procedures to keep children safe in emergencies, for example, she carries emergency contact numbers on outings.

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provision

The childminder has quickly established good relationships with parents, who speak highly of her and say she is calm and caring. Parents add that the childminder offers their children a wide range of enjoyable activities, including outings to gardens and places of interest. The childminder offers parents verbal feedback each day and keeps an informative daily diary, so parents know about their children's routines and activities. She provides a wide range of written policies and procedures, so parents have a good understanding of the provision. The childminder is aware of the benefits of sharing information with others to develop continuity of learning for those children, who attend more than one setting. The childminder is familiar with how to access additional support for children from wider professionals should they need it.

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provision

Children play safely and their well-being is promoted effectively because the childminder is clear about her safeguarding responsibilities. She has contact numbers for the relevant child protection agencies, so she can take appropriate action in the event of any concerns. She takes positive steps to keep children safe, assessing risks to children effectively. Children play in a secure home and the childminder conscientiously checks the identity of visitors before admitting them. The childminder understands when to notify Ofsted of significant events, to further ensure children's welfare is maintained. As a result, children are well protected.

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provision

The childminder has a clear understanding of the provision's strengths and weaknesses. She uses her local authority quality assessment tool to identify training and successfully implement positive improvements. For example, she has begun to introduce children to planting and growing in the garden, to increase their awareness of nature. Although, she has not formally questioned parents, her daily communication with them ensures she is fully aware of their ideas and opinions. She monitors children's overall development effectively by using available guidance, therefore, helping to ensure all children make good progress in their learning.

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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 EY440041 Local authority Cambridgeshire Inspection number 927141 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 3

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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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