Childminder in Cambridgeshire

Inspection date

Previous inspection date 02/12/2013 07/07/2009

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early years provision

This inspection: 2 Previous inspection: 3 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 thorough understanding of the Statutory framework for the Early Years Foundation Stage and so uses purposeful teaching methods. This means that children's learning is thoughtfully promoted through their play and structured activities and they make good overall progress.  The childminder's honest and conscientious evaluation of all areas of her practice means that children play happily and confidently in a safe and welcoming environment. This supports them in building positive attitudes to play and learning.  The childminder works well with parents and invests time in getting to know each child. As a result, children are offered well-tailored support and activities that interest and stimulate them.  Children's communication and social skills are promoted well. They learn to express themselves appropriately as they are supported in developing their vocabulary and participating in discussions.

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It is not yet outstanding because

 There is further scope to develop the assessments to make greater use of updates from parents in order to enhance activity planning.  Children's wider understanding of the relevance of healthy lifestyle practices is not consistently promoted to the maximum.

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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 house.  The inspector viewed areas of the property used for childminding.

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Inspection activities

 The inspector talked with the childminder and the children present and observed activities with the childminder.

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Inspection activities

 The inspector looked at children's assessment records, planning documentation, evidence of suitability of household members, the childminder's self-evaluation information and a range of other documentation, including the safeguarding procedures.

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Inspection activities

 The inspector took account of the views of parents, as given in their written feedback to the childminder.

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Information about the setting

The childminder was registered in 2008 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner and two children aged seven and three years in a house in Cambridge. The whole of the ground floor, one bedroom on the first floor and the rear garden are used for childminding.

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Information about the setting

The childminder attends a toddler group and activities provided by 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. She provides funded early education for two-, three- and four-year-old children.

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Information about the setting

There are currently three children on roll, all of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 7.30am to 5.30pm, Monday to Friday, except bank holidays and family holidays.

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

 enhance the assessment procedures and activity planning by making full use of updates from parents about their child's learning and development at home

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

 extend the opportunities for children to increase their awareness of the relevance of healthy practices. This particularly refers to physical exercise and healthy eating.

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who attend

The childminder works well with parents to gather a wide range of information about children. She then uses this to evaluate children's starting points and to inform the initial planning of activities and resources. Her good ongoing communication with parents means that they have opportunities to share daily news about their children. The childminder also supports parents in extending their child's learning at home. For example, she uses the daily diaries to provide practical details about the activities children have participated in so that parents can talk with their children about these and offer further complementary activities. However, the assessment procedures do not always make full use of all updates from parents about how their child has been learning and developing at home. This means that the childminder does not include this extended range of information in her planning and so promote children's development to the maximum. The childminder observes

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who attend

children as they play, keeping a clear record of this and carefully noting their current interests. She assesses this information in order to develop children's next steps and inform the daily planning. Consequently, children are offered resources and activities that capture their attention and promote their development across all seven areas of learning.

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who attend

The childminder's thorough knowledge of the Statutory framework for the Early Years Foundation Stage means that she uses well-considered teaching techniques. Children, therefore, are effectively supported in making good progress. They receive consistent support that enables them to develop the skills and attitudes needed for effective learning and they are well prepared for school. The childminder's diligent observation of children and her positive responses to their play and ideas encourage them to explore further and extend their play and thoughts. For example, when children choose to dress as postmen, the childminder asks if they would like letters to post and offers them some envelopes. Children then eagerly find bags to use as 'delivery bags' and become engrossed as they create a role play scenario. The childminder allows them time to develop this play and then extends it further by joining in and introducing the concept of a delivery van. Again,

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who attend

children use their imagination to make the bottom step into a post van and go on to talk about different vehicles and types of transport. Children's learning is further extended as the childminder encourages them to use the resources flexibly and allows them time to develop their own ideas and to think creatively. For example, the childminder provides children with a range of resources that include plastic trays and soil. The children decide to make 'mini gardens' and work together to collect stones, grass and flowers. They are proud of their finished gardens and enjoy looking at photographs of these and remembering the activity.

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who attend

Children's physical development is promoted as they participate in a wide variety of activities. For example, they learn to use a range of movements and develop skills in balance and coordination as they use large equipment at the park and an indoor play centre. The childminder's thoughtful provision of interesting resources supports children in developing a good understanding of diversity and the wider world. For example, they enjoy looking at a map of the world displayed at child height. They competently name the countries and talk about the climates and traditions of each one, often bringing postcards from holidays in order to identify and compare the countries these came from. Children are supported well in developing their language and communication skills. For example, the childminder engages them in discussions about recent events in their lives and encourages them to explain their play and ideas. The childminder's well-planned use of

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who attend

local facilities means that children are offered additional learning opportunities. For example, they enjoy bus trips to the city centre, library and nearby places of interest.

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

The childminder takes time to work with parents in order to find out about children's needs, interests and abilities and to understand them each as an individual. This good understanding enables her to offer children suitable activities and to support them effectively whenever required. The childminder also invests time in making sure that toys and resources are appealing and easily accessible and that the home environment is well organised in order to offer good learning opportunities. For example, children enjoy choosing books and taking these into dens and tents to read. As a result, children feel welcome and valued, their independence is promoted and they develop a positive attitude that supports them in learning effectively. They are, therefore, well prepared for the move to pre-school or school.

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

The childminder's good understanding of each child also supports new children in quickly settling. For example, they feel comforted when they come into the childminder's home and see favourite or familiar toys. This care and attention to detail aids children in building warm and trusting relationships with the childminder. They demonstrate that they appreciate her company as they take toys and books to share with her and go to her for comfort when they are tired or worried. Children are supported well in developing a good understanding of how to manage their behaviour appropriately. The childminder offers them clear explanations about this, encouraging them to be considerate towards others and helping them with practical aspects, such as sharing and taking turns.

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

Well-considered daily routines mean that children are supported in developing their self- care skills. For example, the childminder ensures that she allows time for children to try putting on their own coats and shoes before going out. Children gain an appropriate awareness of the importance of healthy lifestyle choices. For example, their understanding of good hygiene is promoted as they learn to wash their hands after using the toilet, discussing the reasons for this. However, their wider understanding of other health issues, such as the effects of exercise and the relevance of healthy eating, is not always fully promoted. Children's involvement in ongoing discussions supports them in developing a good awareness of safety issues. For example, when they go to the park, they understand why it is important not to approach dogs.

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provision

Children's welfare is consistently promoted because the childminder has ensured that there are comprehensive safeguarding arrangements in place. She has attended relevant training and demonstrates a good understanding of the process to follow should she have any concerns about a child in her care. This area is further supported as the childminder has chosen to have written safeguarding procedures. Thorough risk assessments cover all areas of the home, garden and outings and are regularly reviewed. This means that children are cared for in a safe environment and have positive daily play experiences that create a good platform for their future learning.

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provision

The childminder regularly reviews her policies and has a good understanding of the Statutory framework for the Early Years Foundation Stage. Consequently, she ensures that she is meeting all requirements and is promoting children's health, welfare and safety to a consistently good standard. The childminder maintains a positive attitude to her work and is committed to attending further training and carrying out research in order to develop her knowledge and practice. This has a positive impact on children. For example, following her recent research, the childminder has introduced further opportunities for children to engage in a wider variety of craft activities, thereby, offering them further opportunities to extend their imagination and creativity. The childminder's practical monitoring procedures aid her in assessing children's progress and highlighting any areas where children require additional support. The childminder also adopts a positive and honest approach to the

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provision

continuous evaluation of all areas of her work. She seeks feedback from children and parents and so has a comprehensive overview of her strengths and weaknesses, using this to plan relevant improvements. A recent change is the introduction of improved assessment and tracking procedures so that the childminder can now better plan specific activities and resources to promote each child's development.

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provision

The childminder works well in partnership with other people caring for the children. For example, she talks with key persons at pre-school so that she understands their current planning and can exchange assessment information. This enables all to work together to promote children's learning. The childminder uses groups and resources provided by her local children's centre. This has given her a good awareness of the roles of other professionals and she can, therefore, seek additional help for children and their families should the need arise. The childminder builds good, professional partnerships with parents. This ensures that children's care is consistent and parents are kept well informed of their child's daily activities and progress. For example, the childminder completes home diaries for each child and regularly shares children's assessment records with parents.

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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 Requires improvement The provision is not giving children a good standard of early years education and/or there are minor breaches of the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected within twelve months of the date of this inspection. 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

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Grade Judgement Description

the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. 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 EY370858 Local authority Cambridgeshire Inspection number 821256 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 4 Number of children on roll 3

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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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