Childminder in Cambridgeshire

Inspection date

Previous inspection date 18/12/2013 01/12/2008

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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 takes care in getting to know the children and helping them to feel comfortable in her home. Consequently, children are settled and eager to play and explore, demonstrating positive attitudes to learning. This means that they are well prepared for pre-school and school.  Teaching is securely based on the childminder's thorough understanding of the Statutory framework for the Early Years Foundation Stage. She has a sensitive awareness of how children learn and makes good use of opportunities to promote this through play and structured activities.  The childminder has good partnerships with parents and provides practical information about activities and her current planning. This means that parents are supported well in extending their child's learning at home.  The childminder is committed to developing her practice further and pays close attention to reviewing this on an ongoing basis. As a result, children's welfare, safety

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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.  Partnerships with other providers are not used to full effect in consistently sharing details of children's learning.

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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.

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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 husband and three children aged three, seven and 10 years in a house in Cambridge. The whole of the ground floor, two bedrooms 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 at 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.

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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 provides care all year round from 8am to 5pm, Wednesday to Friday, except bank holidays and family holidays. She 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 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 arrangements for partnership working with other people who care for the children, in order to fully coordinate the approach to supporting children's progress.

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who attend

Children are supported well and make good progress in their learning because the childminder uses effective teaching techniques. Her work is securely underpinned by her thorough knowledge of the Statutory framework for the Early Years Foundation Stage. The childminder gathers a wide range of information from parents and uses this to assess children's starting points and to inform the initial planning. She observes children as they play, keeping a detailed record of this and of their current interests. She then assesses this information in order to develop children's next steps and inform the activity planning. This ensures that children are offered activities that capture their attention and promote their development in all areas of learning. The childminder diligently evaluates her planning to ensure that children are consistently offered balanced opportunities to play independently and to join in with structured activities. Consequently, children are

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who attend

supported in taking an active role in their learning and in developing the skills needed in order to work with others. Therefore, they are well prepared for school and their future learning. The childminder's good communication with parents means that they have opportunities to share news about their children. The childminder also supports parents well in extending their child's learning. For example, she provides a monthly newsletter that outlines the forthcoming planning and gives information about activities to try. However, the assessment procedures do not always make maximum 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 full range of information in her planning and so promote children's development to the very optimum.

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who attend

The childminder supports children well in developing the skills to learn effectively. She carefully monitors how they play and adapts activities accordingly in order to support their learning and encourage them to explore and think further. For example, after noting that children particularly enjoy painting, the childminder offers additional resources. The children thoroughly enjoy using potatoes to make their own stampers and experiment by putting string in paint and finding out what sort of patterns they can make. The childminder's good interaction with children further extends their learning. For example, children have time to explore shredded paper in bowls, pretending this is noodles. The childminder then introduces chopsticks and demonstrates how to use these. The children become totally engrossed and concentrate as they try this, showing great delight when they master the skill. The childminder then extends this further by talking with the

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who attend

children about whether the food may be hot and what they would need to do if it was. The childminder's good planning means that children have many opportunities to explore and experiment. For example, they enjoy playing with a tray of foam. They explore the texture, make patterns in the foam and add glitter, noting how this changes the texture and colour.

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who attend

The childminder's thoughtful provision of resources supports children in developing a practical awareness of other cultures and ways of life. For example, they enjoy playing with role play items, such as, traditional cooking implements from other countries, often going on to discuss the different traditions and beliefs associated with those countries. Children's physical development is promoted well as they participate in a wide range of activities. For example, the use of large play equipment at the park enables them to develop skills in balance and coordination. They develop finer skills and control as they use pencils and scissors and learn to join construction pieces. Children are well supported in developing their language and communication skills. For example, the childminder encourages younger children to repeat new words and engages older children in discussions about subjects that interest them, such as, their favourite foods and toys. The

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who attend

childminder's thoughtful use of local facilities offers children further learning opportunities and helps them understand their community. For example, children enjoy weekly visits to the library, where they sit and read and then choose books to take home.

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

The childminder makes good use of her partnerships with parents in order to find out about children's needs, interests and abilities. She can, therefore, offer children pertinent support and relevant activities. The childminder's thoughtful procedures help children to feel valued and welcome in her home. For example, she displays their work and helps each child to make their own placemat to use at snack and mealtimes. This thoughtfulness promotes children's self-esteem and encourages a positive outlook that supports them in learning effectively. Consequently, they are 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 sensitive awareness of children's needs and preferences means that new children quickly settle. For example, she makes sure that she understands their individual routines and encourages them to bring a comforter or favourite toy from home to help them feel settled. This good understanding of each child also supports them in building secure, trusting relationships with her. Children naturally include the childminder in their play and love taking toys and books to share with her, showing that they enjoy her company. Children are supported well in developing a good understanding of how to manage their behaviour. The childminder offers them clear explanations about this and encourages them to share and be considerate towards others. She is also aware that children follow her example and so acts as a good role model, showing care, concern and respect for all.

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

Children gain a thorough awareness of the importance of healthy lifestyles. For example, their understanding of good hygiene is promoted as they wash their hands and discuss the reason for this, competently explaining why they each have their own hand towel. Well- planned activities help children to develop their knowledge of healthy eating. For example, they make their own fruit kebabs and use magnetic plates and food magnets to determine healthy dietary options. Good daily practice and ongoing explanations help children develop a realistic understanding of safety issues. For example, they talk about how to use the stairs safely as they go up and down to the bathroom. Daily routines also support children well in developing their self-care skills. For example, the childminder makes sure that they have time to try putting on their own coats and shoes before they go out.

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provision

The childminder's arrangements for safeguarding are thorough and well considered, ensuring that children's welfare is consistently promoted. She has completed relevant training and has a good understanding of the procedures to follow should she have any concerns about a child in her care. Children's welfare is further promoted as the childminder has chosen to have written procedures and keeps a clear and accessible record of the contact details for relevant agencies. The childminder's thorough risk assessments cover all areas and outings and are regularly reviewed in order to minimise or remove risks. As a result, children play safely and have a positive childcare experience that forms a good platform for their future learning. The childminder demonstrates a good understanding of the Statutory framework for the Early Years Foundation Stage. She reviews her policies and procedures to ensure that these support her in meeting all legal requirements and in promoting children's health,

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provision

welfare and safety. The childminder has a positive attitude to her work. She completes online training, meets with other childminders and makes good use of her local children's centre in order to keep up to date with any changes and to further develop her knowledge and skills. For example, as a result of exchanging information, the childminder has introduced puppets and puppet shows to further encourage children's communication and creative play. Practical monitoring procedures support the childminder in assessing children's progress and she is able to identify any areas where children may require additional support. The childminder is honest and diligent in her ongoing evaluation of her work. She seeks the views of children, parents and other professionals, giving her a comprehensive overview of her strengths and weaknesses and enabling her to plan appropriate improvements. A recent change is the further extension of assessment

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provision

procedures, supporting the childminder in more precisely focussing the activities in order to promote children's individual development.

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provision

There are clear procedures for sharing information with others caring for the children. For example, the childminder obtains some information about children's time at nursery through talking with parents. However, these procedures are not always used to the optimum to share detailed information with all, in order to fully update children's progress and plan further activities. The childminder's attendance at the children's centre has given her a good understanding of the roles of other professionals. This means that she could seek additional help for children and their families should the need arise. The childminder builds and maintains good partnerships with parents, thereby ensuring that children's care is consistent and parents are kept well informed of their child's activities and progress. For example, parents report that they appreciate the good communication and in particular, the use of daily diaries for each child.

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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 EY367617 Local authority Cambridgeshire Inspection number 821173 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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