Mitchell, Kirsten

Inspection date

Previous inspection date 03/10/2013 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 has a wealth of prior experience, including having worked in an international school. She is knowledgeable about children's learning and development and children's development folders show they are learning very effectively, as a result.  Children develop a positive sense of themselves and others as the childminder provides a nurturing environment within which they begin to understand how to interact positively with one another, explore their feelings and learn to value difference.  The environment is attractively designed with displays of children's artwork and language to help them make sense of what they see and do and the childminder reads and sings with them daily. This supports their early literacy skills and they learn that print carries meaning in a variety of contexts.  The childminder is experienced at partnership working. Strong support networks are in place and the childminder helps parents support children's learning at home. Children,

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This provision is good

therefore, make good progress and receive a consistent experience.

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It is not yet outstanding because

 During adult-led activities children's very good language skills are sometimes not fully promoted as the childminder does not always offer them language to describe what they are doing.

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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 childminder's playroom, kitchen and garden, including a joint observation with the childminder of a creative activity.

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Inspection activities

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

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Inspection activities

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

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Inspection activities

 The inspector took account of the views of four parents through written feedback provided.

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Information about the setting

The childminder was registered in 2013 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner and child aged one year in a house in Somersham, Cambridgeshire. The whole of the ground floor is used for childminding and there is a fully enclosed garden for children's outdoor play. The family has two small dogs as pets.

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Information about the setting

The childminder attends toddler groups and activities at the local children's centre. She visits the village shops, library and local parks 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 three children on roll. Children attend for a variety of sessions. The childminder operates all year round from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays. She cares for children who speak English as an additional language. She holds a BTEC National Diploma in Childhood Studies and a CACHE Childcare, Learning and Development Certificate at level 4. The childminder is a member of the Professional Association for Childcare and Early Years and is working towards the Early Years and Childcare Quality Framework. The childminder receives support from the local authority.

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

 develop further the very good educational programme for communication and language by offering children language and vocabulary to describe what they are doing so they progress towards excellence in all areas of learning.

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who attend

Children make good progress in their learning and development as the childminder offers them a wide range of interesting and challenging activities. The thorough induction for each child and their family ensures the childminder knows them well by the time they begin attending. She finds out about children's learning to date, their individual learning style, interests and preferences, which enables her plan for their progress. Activities offered are broad ranging and are designed to motivate children to learn through first hand experiences and challenging opportunities. For example, children visit a local abbey and relish walking through the autumn leaves, kicking them up into the air and creating piles from them. They collect brightly coloured leaves to take home for further activities. Children experience challenge during regular visits to local parks where they climb progressively higher equipment, delighting in the childminder's praise when they succeed.

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who attend

Planning is detailed and follows a general theme, such as 'All about me', which the childminder follows because children are new to her and each other. This theme involves parents and children in the provision of information. Details gathered enable the childminder to follow children's specific interests. The resultant posters on display in the playroom remind children of what they have found out about one another during this time. These young children delight in pointing to their own photograph and the childminder helps them remember different details. By developing their self-awareness, children grow in confidence and self-esteem and begin to understand their place in their family.

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who attend

During a creative session, children explore the properties of leaves they have collected and notice the patterns of the veins. They enjoy feeling and crinkling them in their hands and the childminder talks to them about the different colours they can see. She encourages the children to use glue sticks to create a picture related to their autumn theme. However, occasionally, during such adult-led activities, the childminder misses opportunities to develop children's knowledge and understanding as she does not offer them language to describe what they are doing. This means their skills in this area are not as well promoted as possible. Children who speak English as an additional language receive highly effective support as the childminder learns their home language alongside them and uses key words provided by their parents. Other children also pick up frequently used words, such as 'boo' for 'drink' and 'mum-mum' for 'food'. This enables children to

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who attend

feel included and valued and they learn to respect and appreciate differences between themselves and others.

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who attend

In the dedicated playroom, children access a stimulating array of resources stored at their level. These are attractively displayed in wicker baskets and low-level units and children confidently select toys of their choosing. The walls feature bright displays of children's artwork, depict recent topics covered and give children a sense that their work is valued. The childminder collects a postcard from each place they visit and these are attractively displayed so that children can recall where they have been. Books and posters give children an insight into the world of literature and help them understand the different uses of print. Children concentrate hard as they work out which way inset puzzle pieces fit and negotiate trucks and cars around the room. They show curiosity as they respond to the childminder's suggestion that they make her 'a cup of tea' as she offers them a tea set. They explore the cups and saucers and investigate the tea pot, turning them over and

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who attend

trying them out in different ways. The childminder recognises that, because of their young ages, children are just beginning to explore play through imaginative experiences. As a result, she is increasingly offering them different scenarios to help them make sense of the world they live in. This encourages their emerging communication skills as they begin to express themselves in constructive and creative ways.

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who attend

Counting and number recognition are encapsulated within daily routines as well as in structured activities and games. For example, the childminder helps these very young children begin to recognise number as she counts the onions that roll into the garden as they fall off the back of the tractor going past. She helps a child put on their socks counting with them as she does so. Puzzles and interactive toys help children develop their awareness of shape and space as they study cogs, buttons and levers to see how they work. As they persevere, they improve their manual dexterity and show pride when they succeed. Such activities prepare them well for the next stage in their learning as they are developing the skills and attitudes that will help them become curious, interactive learners.

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who attend

Children's progress is thoughtfully observed and carefully recorded by the childminder. Each child has their own development folder, which charts their achievements and helps the childminder decide their next steps in learning. These records are available to parents and they are encouraged to become involved by contributing comments and ideas. These are then discussed at termly parent meetings and ideas are incorporated into planning and activities carried out. For children aged two years, a progress check is carried out and parental input is sought. The childminder understands that this is linked to the health visitor check and is careful to speak with parents to complete this in good time. The childminder demonstrates clearly that she meets children's developmental needs as she has a very good understanding of how they learn. She is passionate about helping children make the best progress possible and constantly seeks new ideas and activities to promote

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

Children feel safe and develop warm, trusting relationships with the childminder. The firm emotional attachments they form offer them a secure base from which to explore their environment and play happily. The young children in her care turn to the childminder for security and comfort and cuddles are readily given. Children snuggle into her and watch from a safe place until they feel ready to join in again, as they listen to her softly spoken reassurances. Children know the rules for safe movement, such as staying away from the door and not to run inside. These are reinforced kindly and sensitively so children learn how to keep themselves safe well.

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

The childminder responds readily to their self-initiated play, providing them with additional props to further their interest when necessary. For example, children use brightly rainbow coloured baskets to crawl into and lay down, pretending to snore. The childminder fetches another basket so that another child can join in and they have fun laughing together at their tricks. The childminder organises the environment well so that it is bright, clean and uncluttered, enabling children to freely access the toys and equipment provided. This promotes their growing independence and gives them plenty of space within which to move and play. Children are learning to manage their emerging behaviour well as the childminder offers simple explanations and boundaries suited to their young ages. They each have their own coat peg for storing their personal belongings and they use individual towels and flannels, which promotes their understanding of good hygiene and self-care

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

Outdoor play is a prominent feature of the childminder's practice. Children are fortunate to be offered use of the extensive garden. They play in the mud, plant flowers and bulbs and use sit and ride toys in the courtyard area of the garden. A slide and climbing frame are provided in the lawn section and they pick apples, pears, figs and grapes in the orchard. Beyond this, the vegetable garden offers endless opportunities for growing and children take little bags full of compostable materials down to the compost heap. This offers them wonderful opportunities to learn about nature and recycling. The garden also gives children space to run and move freely, gaining control over their movements and strengthening muscles and limbs as they learn to enjoy physical exercise. For example, the childminder sources tractor tyres for them to clamber over, fills them with sand for them to play in and uses them for singing and rhyme time each day. They spend much

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

time in the fresh air and also benefit from trips into the local area, which help them learn about the community in which they live.

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

The young children in the childminder's care become familiar with the bathroom as she takes them in to wash their hands before they eat. She works in partnership with parents to manage potty training, so that children experience consistency between the approach at the setting and at home. Children learn the first rules of good hygiene and healthy living as they wipe their runny noses and dispose of tissues and know sun cream protects their skin in hot weather. The careful attention paid to the provision of a balanced diet ensures they eat freshly prepared, nutritious and healthy foods and drinks. Snacks and meals are provided according to individual needs and dietary requirements and parental preference. The childminder keeps abreast of children's developing needs through ongoing dialogue with parents. They also communicate via a daily diary, texts, emails and through a detailed verbal exchange when children are collected. The two-way flow of information

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

is seen by the childminder as an essential key to building strong and effective partnerships with parents.

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

Great importance is placed upon helping children make successful transitions when the time comes for them to move up to the next stage in their learning. The childminder works with parents and schools to achieve this. Equally, for children attending other early years settings, such as nursery or pre-school, the childminder establishes close links. Essential information is exchanged, ensuring that children are offered a consistent experience.

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provision

Children are protected from the risk of harm or abuse as the childminder has an excellent awareness of her responsibilities with regard to safeguarding. She has previously managed a nursery and completed designated person's safeguarding training. Her valuable knowledge and experience means she knows how to respond to any concerns she may have about a child's welfare. Children's safety in the home and garden are given serious consideration. For example, during renovation of the house the childminder has risk assessed the environment to ensure that children are not compromised during the process. Stair gates prevent access to areas being worked on and the childminder is vigilant about children's whereabouts and welfare at all times. Any outings undertaken are carefully considered prior to the event to ensure that children are protected from the risk of accidental injury or harm. Fire drills are regularly practised, which helps prepare

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provision

children for an emergency evacuation. The childminder has a professional, well-organised approach to her business, which is informed by her prior experience. Partnerships with parents, external agencies and other providers are good and make a strong contribution to meeting children's needs. Parents are kept fully informed as they have a clear idea of how the setting operates. Informative newsletters provide essential information as well as other useful details for parents in regard to general childcare matters. For example, the October issue contains the children's 'song of the month' so that parents can learn it with their children. Parents are highly positive in their praise of the childminder and state that she provides a safe, fun, loving and educational environment for children. The childminder capably monitors the educational programmes, planning and assessment and uses developmental guidance to

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provision

ensure that judgements about next steps are based on her observations.

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provision

The childminder is ambitious and has a clear plan for the future development of her practice. She is already formulating the route she intends to take to achieve her goal. She seeks advice from other professionals, sources information through reading widely and discusses ideas with other childminders, with whom she meets regularly. She strives for improvement and sets high standards for the welfare and education of the children she cares for. By considering parental views, using her knowledge to inform what children need and seeking guidance from the local authority development worker, the childminder improves the service she provides. This ensures she meets the developing needs of the children in her care. Through discussion it is clear that the childminder is focussed on the provision of high quality childcare and outcomes for children.

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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 EY460505 Local authority Cambridgeshire Inspection number 910737 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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