Childminder in Cambridgeshire

Inspection date

Previous inspection date 22/01/2014 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 provides an enabling environment which encourages children to develop positive dispositions and attitudes to their learning and personal development. This helps them to acquire knowledge and skills to support their continued achievements in the future.  The childminder is proactive in seeking and sharing information to support the children in her care. She does this in partnership with parents and teaching staff based in the local primary school which the children attend during the day. This positive approach enables her to promote good continuity of care and build on what each child knows and can do.  The childminder has a good knowledge and understanding about how to safeguard the children in her care. As a result, they remain protected. All legislative documentation is in place and well maintained. This helps the childminder in the constructive management of her setting which in turn promotes positive outcomes for the children.

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It is not yet outstanding because

 There is room for the childminder to extend even further her knowledge and the opportunities for the children in relation to exploring other cultures and customs around the world.  There is scope for the childminder to enhance her teaching practice in relation to information, communication technology and expand opportunities for the children to develop their knowledge further.

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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 provider and children at appropriate times throughout the inspection.  The inspector observed activities in all rooms and areas used by the children.

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Inspection activities

 The inspector looked at suitability checks along with a selection of policies, procedures and relevant documentation, including evaluations carried out by the provider.

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Inspection activities

 The inspector carried out joint discussions with the provider in relation to making observations of the children's play and learning.

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Information about the setting

The childminder has been registered since 2013. The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She lives in a house in Hardwick, Cambridgeshire. The whole of the ground floor, the bathroom upstairs and the enclosed rear garden is used for childminding. She lives with her husband and two children aged 10 and five years. The family has two cats, one dog and fish.

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Information about the setting

There are currently two children on roll. Two minded children were present during this inspection. The childminder collects children from local pre-schools and schools. The childminder operates all year round after school 3.30pm until 6.30pm and during school holidays from 8.30am to 6pm. 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 current teaching practice in relation to information, communication technology to further boost opportunities for children to expand their interaction and understanding in this area of learning

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

 expand activities for children, enabling them to enhance further their learning and development in relation to other cultures and customs around the world, for example, through first hand experiences such as handling an extended range of artefacts.

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who attend

The childminder has a good understanding of the areas of learning and how to support children well to learn through play and free-flow investigations. Currently, she is providing after school care for children who attend the reception class within the local primary school. As the childminder does not care for the children during the day, she places good focus on working in partnership with staff in the school. This enables her, with parental permission, to share information with the school teacher in order to support and build on learning the children enjoy on a daily basis. This means that she can help extend learning and development where necessary in order that the children continue to make good progress towards the early learning goals. It also provides opportunities for the childminder to support the closing of any identified gaps in learning should these arise, or, provide additional challenge for those more able children. In addition, she talks with the

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who attend

children helping them to practice or explore areas of their learning where they feel either less confident or where they are excited to learn more.

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who attend

Parents contribute to preliminary evaluations about their children's abilities prior to placement. They are then kept well informed about progress and the events the children enjoy in the childminder's setting. Parents are further encouraged to share ongoing information about continuing achievements which occur in the home. This enables the childminder to remain aware of the children's growing and changing interests over time. This attention to partnership working helps to make sure that the children remain happy and confident with the childminder and with the learning and development they undertake within the school or at home.

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who attend

The childminder enables the children to build on their existing self-assurance skills. She asks open questions and provides time for them to assimilate information and form responses in their own time. As a result, the children become confident communicators. In turn, they chat with adults asking open questions of their own, which enable them to enhance their growing knowledge and skills. In addition, they demonstrate a clear understanding about the correct protocols of interactive conversations. For instance, children ask their questions clearly and take turns in speaking and listening. The childminder supports the children with homework and school projects. Recently they explored other cultures and customs around the world. From this opportunity the childminder is aware there is room to expand her own knowledge and teaching strategies in order to extend wider learning opportunities for the children. The children are polite and

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who attend

well-mannered and this is supported well by the childminder who acts as a positive role model in this regard.

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who attend

Children's physical skills are well developed as they manipulate single-handed tools with competence and control. For example, while joining in creative activities using pens, pencils, scissors or simply when joining in meal times and holding cutlery correctly. Their personal, social and emotional development is very good and the children clearly show care and consideration for others. For example, as they share tools and resources or make room for each other at the table. Children take turns when using toys, including simple interactive battery operated resources or the available computer. Here the children build and reinforce previous learning as they explore and negotiate educational programs. There is scope with regard to the children's learning and development of information, communication technology, in relation to enhancing teaching practice. This is in order to extend further on the children's developing understanding about what is happening and

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who attend

introducing more technical language to extend their vocabulary, as well as expanding on the opportunity to access such resources.

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who attend

The childminder provides a wide range of creative media and materials for the children to explore freely. They enjoy using their imagination to create artwork both for beauty and for purpose. For example, children decide that they want to make new placemats, which they will use at meal times. They collect the materials of their choice from the child-height storage drawers. Using their own ideas and the freedom the childminder has instilled. The children confidently delight in making replacement table mats of their own design. This helps to boost their self-esteem and feelings of achievement.

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

The development of children's personal, social and emotional needs are fostered extremely well. They are clearly at home with the childminder and each other. Relationships are well established and the children demonstrate that they feel settled and safe as they move freely around the childminder's home and interact comfortably with her own family. Partnerships with parents are strong. They share clear information relating to the care needs of their children prior to placement. This then makes sure that the childminder is well-planned in advance to meet their individual needs, such as dietary, medical or religious. The childminder's attention to this means that the children's care requirements and their health is protected and parental wishes are respected.

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

Behaviour is good and the childminder instigates positive behaviour management techniques. For example, descriptive praise validates the child and helps them to understand what they have done that is valued highly. Encouragement helps to promote confidence in all that they do and time shared with them means they receive the attention they need to flourish. The organisation of the childminder's setting further enhances confidence as the children can move freely, safely and make independent decisions about their play and learning. Children know how to keep themselves safe, for instance, sitting properly on their chairs to prevent falls. One child ducks under the table to reach a chair and negotiates the edge to prevent bumping their head.

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

The childminder pays particular attention to promoting positive interaction of children in relation to their personal health and hygiene. This helps to prevent the spread of infection and teaches the children to learn about important issues, such as which foods are good for you and which ones should be saved for treats. The childminder also organises opportunities for the children to access the local parks where they can enjoy larger apparatus, increasing their coordination and physical skills on a larger scale than is possible inside. Combined, the discussions and activities the children engage in help them to learn about developing healthy lifestyles in order to protect their future health and physical development.

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provision

The childminder has a clear understanding about the signs and symptoms of abuse or neglect. She has undertaken child protection training in order to safeguard the children in her setting. In addition, the childminder understands the importance of Disclosure Barring Service checks for all persons living in her household over 16 years of age. She knows this is to protect the children from unsuitable adults. The childminder has devised a range of relevant policies and procedures which are shared with parents and implemented in practice. This supports the smooth daily management of her setting and helps to provide positive outcomes for the children. Risk assessments of all child accessible areas both inside and in the rear garden are undertaken to minimise potential hazards and keep the setting secure. This helps to ensure that the children remain safe in her care. The childminder has completed paediatric first aid training which enables her to provide

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provision

appropriate care in the event of an accident or emergency. All records required by legislation are in place and maintained. For example, the daily record of attendance is maintained and this means the childminder can safely account for all children in her care at any time.

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provision

Attention to continuing her professional development enables the childminder to remain up-to-date with any changes in early years practice. This means that her teaching practice remains pertinent to support children's learning. It also helps her to remain informed about current changes in legislation. For example, protecting and safeguarding children or learning about the most recent and suitable emergency first aid techniques. The childminder monitors the children's progress by keeping in touch with other adults and members of staff involved in their early education. This helps her to provide relevant support during their formative years.

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provision

Partnerships with parents work extremely well. The childminder is flexible to meet their particular working patterns. This, in turn, provides peace of mind for parents, knowing that their children are in safe hands. There are effective measures in place to support the continuity of care and learning for children attending more than one setting. This ensures that the childminder is able to support and build on the learning that children also enjoy elsewhere. The childminder takes the time to reflect on her practice and the service she provides. Children and their parents are encouraged to share their views and ideas about how the service may continue to be improved to meet their specific needs or interests. This means that the provider takes continuous improvement seriously to promote the positive development of her childminding service.

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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 EY465543 Local authority Cambridgeshire Inspection number 931446 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 2

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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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