Childminder in Cambridgeshire

Inspection date

Previous inspection date 15/01/2014 08/08/2011

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early years provision

This inspection: 2 Previous inspection: 2 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 develops an environment in which children are motivated and absorbed in their learning. This helps them to acquire knowledge and skills to support their future learning and development.  The childminder works well in partnership with parents and others. This makes sure that the children receive good continuity of care and are supported in preparation for future moves into pre-school or school.  The childminder has devised a range of relevant policies and procedures, which promote the smooth daily management of her setting. In addition, she has a clear understanding about safeguarding children from harm and as a result, the children in her care are well protected.

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It is not yet outstanding because

 There is scope to enhance the childminder's support for children's speech and language development through further training, such as 'Every child a talker,' and to expand further on opportunities for children to extend their exploration of natural products and resources.

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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 compulsory part 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 used by the children.

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Inspection activities

 The inspector looked at a selection of policies, procedures and relevant documentation.

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Inspection activities

 The inspector carried out joint observation and discussion 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 was registered in 2011. The provision is registered by Ofsted on the Early Years Register and the compulsory part of the Childcare Register. The childminder lives with her husband and two children aged four and eight years in Great Cambourne, Cambridgeshire. The whole of the childminder's home is used for childminding. A secure enclosed garden is used for outdoor play activities. The family has a pet dog.

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Information about the setting

The childminder is currently caring for five children, of whom three are in the early years age group and attend on a part-time basis. The childminder also provides care for two older children. The childminder is currently supporting a small number of children with special educational needs and/or disabilities. The childminder is able to escort children to and from the pre-school and local school. She attends several social groups with the children and takes them on regular outings. The provision is open all year round from 8am until 6pm, excluding bank and family holidays.

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

 enhance support for children's emerging language skills by extending knowledge of teaching methods, such as 'Every Child a Talker'

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

 enhance children's sensory development, such as extending opportunities for exploration of natural objects and resources and investigations of treasure baskets.

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who attend

The childminder has a good understanding about the learning needs of the children in her care. This is because she takes the time to observe what they know and can do in order to identify what their next steps in learning are. Gaining information from parents prior to placement about each child's starting points, helps her to plan activities which build on previous learning and achievements. Ongoing assessment for learning means that the children are closely monitored and supported in making good progress over time. This enables them to acquire the skills they will need for future learning and moves into pre- school or onto mainstream school. The learning records compiled by the childminder help her to identify any gaps in the children's learning and development. This means that she can adapt her approach or seek the necessary support to close these gaps at the earliest opportunity. It also enables her to observe where children are achieving over and above

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who attend

expectations, in relation to their typical age range. Where this is seen, the childminder extends future learning opportunities to provide increased challenge. This attention to planning means that the childminder can continue to motivate individual children, helping to develop positive dispositions and attitudes towards their own learning and development. Overall, children make good progress in their learning and development. Children with special educational needs and/or disabilities are supported sensitively and effectively. The childminder works in partnership with parents and other professionals to ensure that children receive the support they require.

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who attend

Due to the good organisation by the childminder of resources and creative media, the children enjoy making their own choices and decisions. However, there is room for her to enhance opportunities for children to explore natural objects and resources in addition to the range of toys and creative media currently available. This will enable them to increase their knowledge and understanding of the wider, natural world through first-hand experiences. The children are clearly confident learners whose self-esteem is being positively fostered. Encouraged by the childminder, they use their thoughts well while creating pictures from their imagination. These are clearly based on their previous experiences of the world around them and their favourite stories. As they paint dinosaur footprints, rainbows and flowers, they explore colour and shapes. Children mix the different coloured paints they have chosen, providing further opportunity for them to

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who attend

explore colour as it changes into differing shades. Children swirl, roll, paint and sponge the coloured paints onto the paper, using a variety of single-handed tools. This enables them to explore texture and extend their physical skills as they manipulate the range of tools successfully. The childminder encourages them to develop their vocabulary, suggesting and hinting at what they think it feels like. There is scope, while interacting with the children, for the childminder to extend her teaching techniques, for example, to increase further the children's listening, thinking and language skills through an enhanced range of open questions.

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who attend

Parents are encouraged to share learning which happens at home. This provides the childminder with relevant, up-to-date information about the children's continuing achievements and changing interests. This means that the childminder can take into account children's complete knowledge and understanding when assessing and planning their next steps in learning. Sharing the learning records provides parents with clear information about the activities, outings and learning that their children enjoy during their time with the childminder. The photographs and records of their children's development provide talking points within the family, helping children to share their day with their parents and ensure that the parents can definitely be included in their children's adventures as they grow and develop over time.

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

The childminder is an effective key person. She makes sure that time is taken to talk with other providers involved in their children's lives. This means that they can work together, sharing the learning and development the children achieve and building on this to support future development, which continues to motivate and secure their participation. As a result of adults working together, the confidence of the children is good. They have high self- esteem and try out new ideas without fear of failure. The childminder provides a balanced range of snacks and meals for those children whose parents require this. She is also flexible if parents prefer to supply their own meals. However, she does encourage that when doing this, they respect her healthy eating programme. This attention to health, benefits the children and encourages them to develop positive attitudes towards foods which are good for them and learn about those

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

which are not so good. In addition, healthy snacks and meals provide them with the energy and nutrients they need to grow and thrive. Opportunities take place on a daily basis for the children to become involved in more robust exercise than is possible indoors. They access a safe and fully enclosed garden where they use wheeled toys and large apparatus. This helps children to develop their balance and coordination, securing skills for later learning. If the weather is too inclement, the childminder organises trips to local activity groups. These occasions support the children in developing helpful ideas to exercise and lead healthy lifestyles.

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

The children are supported well by the childminder to develop their understanding about keeping themselves safe. They quickly learn the rules of the setting and older children help the younger ones. Clear and consistent boundaries mean that the children are supported in learning about positive expectations in relation to good behaviour. This purposeful attitude within the home and while out and about, means that the children remain safe. This is because they understand acceptable ways to behave, particularly in dangerous situations, such as crossing the road, or during fire evacuation practise. Children learn about the importance of good personal hygiene, for example, washing their hands before meals and after using the toilet. Nappy changing procedures are also well organised. This attention to cleanliness helps to prevent the spread of infection by limiting cross-contamination. Space, furniture and storage is organised well, enabling the children

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

to move freely and safely while in the childminder's setting.

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provision

The childminder has a good understanding about the importance of safeguarding children from harm. She makes sure that the parents understand her responsibility to protect children at all times. The childminder has devised a safeguarding policy, which details clearly the action she will take in the event of a child protection concern. Training has been undertaken helping her to identify signs and symptoms of abuse or neglect. Additional training, such as paediatric first aid, enables her to provide appropriate care for the children in the event of illness or injury. The childminder has collated a range of pertinent policies and procedures to support the smooth daily management of her setting. She understands about the importance of Disclosure and Barring Service checks for any adults living in her home over the age of 16 years. The childminder also understands that some adults are not suitable to be in contact with children and therefore, she would never

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provision

leave a child unsupervised with visitors to her setting or while out and about with the children.

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provision

Attention to continuing her professional development means that the childminder's knowledge and understanding is developed. This has a positive impact on the service she provides. She remains up-to-date with changes in legislation and changes relating to the most effective practice. This means that she can evolve the service she provides, introducing fun learning opportunities for the children. This also helps to make sure that she continues to meet their individual needs and provide a good range of support to aide their learning and development. Monitoring the progress children make means that action can be taken if any issues are identified. Evaluation of the service includes thoughts and ideas from children and their parents. The childminder uses questionnaires on a regular basis to obtain views and identify areas of her practice which she can adapt or address differently in order that she continues to meet the needs of users. In addition to

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provision

questionnaires, parents find a warm welcome when collecting their children. They often stay for a coffee and catch up chat about their child's day. This helps to secure firm working relationships where all parties can trust and communicate well with each other.

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provision

All policies and procedures in the setting are shared with parents so that they understand about the expectations of the setting and how they can support continuity of care for their children. Good partnerships with parents promote positive outcomes for the children. Parents report that they feel safe when leaving their children in the care of the childminder. They find that their children are very happy and settled and enjoy going to her setting. There are effective procedures 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.

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The Childcare Register

The requirements for the compulsory 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 EY420647 Local authority Cambridgeshire Inspection number 950427 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 5 Number of children on roll 5

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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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