Medlock, Susan

Inspection date

Previous inspection date 16/12/2013 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 plans a broad range of activities for children that are based on their interests and capabilities. Consequently, they enjoy their learning and make good progress.  Children enjoy daily opportunities to be active outdoors, for example, they explore country parks. This supports their physical development and extends their understanding of the world.  The childminder has effectively used her experience as an early years practitioner to firmly establish her childminding business. This results in a well-managed provision where children make good progress in their learning and development.

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It is not yet outstanding because

 There is scope to increase the frequency of the already informative assessments of children's learning and development to make the rate of progress clearer for parents and carers.  Activities and resources that help children learn about equality and inclusion, for example, other cultures, lifestyles and disability, are not fully in place.

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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 suitable times during the inspection.

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Inspection activities

 A range of documentation was reviewed, including policies and procedures, registers, children's personal details and their learning journals.  The inspector looked at the areas of the home used for childminding.

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Inspection activities

 The inspector observed the children at play and their interactions with the childminder.

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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 Longstanton, Cambridgeshire with her husband and three-year-old child. The whole of the childminder's house is used for childminding. There is an enclosed rear garden for outdoor play.

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Information about the setting

The childminder is currently caring for six children, four of these are in the early years age range. All are cared for on a part time basis. She takes children to various toddler groups and visits parks and play areas on a regular basis. The family has a pet dog and some fish. The childminder operates all year round from 7.30am to 5.30pm, Monday to Thursday, except for family holidays. The childminder is a member of the Professional Association for Childcare and Early Years and holds Qualified Teacher Status.

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

 increase the regularity of sharing the children's assessments with parents and carers to enhance their opportunities to share in their children's learning and understand their progress

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

 enhance the experiences that support and extend children's understanding of the diverse and multicultural world they live in.

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who attend

The childminder provides a child-centred home and encourages children to explore and choose their activities independently. She talks to parents about their children's interests at home and their stage of development when they first start, which enables her to plan for their learning from the outset. Consequently, children make good progress in their learning and development. The childminder keeps well-presented records of children's activities and achievements. She tracks their learning effectively across the areas of learning so she can plan challenging activities that promote children's good progress. The childminder routinely shares information about children's daily activities with parents. However, assessments of their progress are shared less frequently. As a result, these are not used as effectively as possible to inform parents and encourage them to extend children's learning at home. The childminder demonstrates good teaching skills. She models clear language, and

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who attend

encourages children to think about their activities through expert questioning. For example, as a young child uses a shape sorter, she talks to them about size, colour and shape and asks them to speculate which shape goes where. Children have ready access to a good range of books, which they happily choose to share with the childminder. Practical activities, such as scooping and pouring pasta in varying containers helps develop the physical control needed for future writing. All of these help prepare children well for their future learning experiences.

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who attend

The childminder promotes children's mathematical skills well as she encourages older children to count everyday objects, such as cars on their way to school. Older children have use of a computer, while younger children play with simple mechanisms, pop-up toys and torches, which develop their understanding of technology. The childminder introduces music of many types, for example, they listen to classical music or music from other countries. A treasure basket of musical instruments enables children to make differing sounds and develop their understanding of rhythm. Children look at photographs of themselves at play and talk about each other's differences and similarities. For example, they discuss visiting family in Australia. There are fewer opportunities for children to benefit from resources and activities that teach them about other lifestyles, disabilities, cultures and beliefs.

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

The childminder has formed strong bonds with the children and they clearly feel secure in her care. Parents are offered settling in visits that flexibly meet children's individual needs and support their transitions from home into the setting well. The childminder conducts home visits to get to know the family environment, which enhances her ability to meet children's needs. Children learn good behaviour from the outset because the childminder has a calm and clear approach to behaviour management. She encourages children to play together and has high expectations for good behaviour. Older children have devised their own rules to follow, which enables them to manage their own behaviour.

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

The childminder provides children with healthy food and drink as agreed with parents. She encourages children to be independent, for example, younger children feed themselves and older children help with food preparation. The childminder includes practical routines, such as washing hands before meals so children learn about the importance of good hygiene. Children learn to keep themselves safe, for example, they learn how to cross roads safely. The childminder organises her home well to enable children to make independent choices in their play. Toys and play equipment are stored safely in labelled boxes and shelves to enhance children's ability to follow their own interests. She teaches children life skills, such as putting on their own coats and shoes before outings. All this helps prepare them for the next stage in their learning, including school.

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

Children have very good opportunities to play outdoors every day. The childminder takes them to local parks and play areas to exercise and practise jumping and climbing on large equipment. Children visit a local soft play centre, and enjoy walks around the village. They benefit from frequent visits to country houses and gardens belonging to the National Trust, where they explore history and the natural world. The childminder has a well- equipped garden, where children learn to plan and grow flowers and vegetables, and explore their senses with a 'messy' mud kitchen. Frequent visits to local toddler and activity groups enables children to develop relationships in their community and enhance their social skills.

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provision

The childminder demonstrates a clear understanding of the requirements for the Statutory framework for the Early Years Foundation Stage. Her knowledge of safeguarding is strong and she has written policies and procedures to support her in keeping children safe from harm. Children play in a safe environment because the childminder is conscientious about supervising them and minimising any potential risks. For example, she keeps her home secure and establishes the identity of visitors. The childminder teaches children about safety through regular routines, such as practising the fire drill. She assesses outings carefully to ensure she considers any possible risks so children are kept safe.

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provision

The childminder has used her considerable skills and experience to make a good start to her childminding business. She has organised her underpinning paperwork well to ensure she has all the information readily available to meet children's individual needs. Observations and assessments of children's learning are used effectively to monitor the educational provision. The childminder recognises the value of self-evaluation and uses it well to identify her areas for development. For example, she plans to attend training on supporting two-year-old children to enhance her ability to meet their particular needs. She is pro-active in seeking out advice and guidance, for example, she meets with other childminders to share new ideas.

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provision

The childminder has quickly developed strong partnerships with parents. She keeps them well informed about her routines and activities through daily conversation, texts and a shared written diary. There are good links with the local pre-school, enabling the childminder to share information that promotes continuity of care and learning for children who attend both settings. The childminder finds out about school topics and events and familiarises younger children with the school as she delivers and collects the older children. This helps children to view their entry into school with confidence.

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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 EY460387 Local authority Cambridgeshire Inspection number 925114 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 6

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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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