Childminder in Peterborough

Inspection date

Previous inspection date 07/02/2014 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 is enthusiastic and works with children at their level, skilfully knowing when to join them in their play. They are offered interesting challenging activities that follow their individual interests and encourage them to become motivated, curious learners. This helps them make good progress towards the early learning goals.  The childminder understands how to safeguard children and follows clear and well written policies and procedures to ensure they stay safe.  The childminder develops effective relationships with parents and works closely with them to involve them in their child's life at the setting. This helps to ensure that children's individual needs are met.  Children develop warm, trusting relationships with the childminder as she considers their individual personalities, learning styles and needs. This helps them feel valued, settled and secure.  The childminder has worked hard since registering to improve her knowledge and

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This provision is good

understanding of the learning and development requirements. This enables her to teach children effectively and she is able to promote their care and learning well.

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It is not yet outstanding because

 During focussed activities the childminder sometimes misses opportunities to offer children speaking English as an additional language as much support with English and word recognition, as she does at other times.

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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 lounge and kitchen.

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Inspection activities

 The inspector discussed the childminder's role when working with another childminder during the inspection.

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Inspection activities

 The inspector looked at children's records, planning, evidence of suitability of adults living within the home, the childminder's self-evaluation and a range of other documentation.

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Inspection activities

 The inspector took account of the views of two parents through written testimonials provided.

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Information about the setting

The childminder was registered in 2013 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She works with her mother, who is also a registered childminder, at her mother's house in the Dogsthorpe area of Peterborough. The whole of the ground floor is registered for childminding and one bedroom upstairs. There is an enclosed garden available for children's outdoor play. The childminder's mother lives with her husband and adult son. The family have a dog, cat, lizard and tropical fish as pets.

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Information about the setting

The childminder attends local toddler groups and other local activity centres. She visits the local shops, library and parks on a regular basis. She is able to take and collect children from the local schools and pre-schools.

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Information about the setting

The childminder operates all year round from Monday to Friday, 8am to 6pm, except for family holidays and bank holidays. She supports children with special educational needs and/or disabilities and children who speak English as an additional language. She is a member of the Professional Association for Childcare and Early Years and receives support from the local authority.

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

 enhance knowledge and understanding to ensure that children's phonic recognition and language are promoted throughout all activities, to enable all children to consistently make the best possible progress towards the early learning goals.

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who attend

At the time of this inspection, the childminder had only been caring for children for a relatively short period of time. However, as a result of working with her mother who is an experienced childminder, and her own enthusiasm, she has developed a good knowledge of the learning and development requirements. This enables her to support children to make good progress towards the early learning goals in readiness for school. An 'All about me' form is completed as children begin attending and home visits are carried out, to enable the childminder to build a clear picture of children from the outset. Good quality observations and thoughtful planning take account of children's interests and encourage achievement of the next steps in their learning. Challenging and interesting activities are offered, to meet each child's individual needs, across each area of learning. The childminder takes account of any special educational needs and/or disabilities for the

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who attend

children in her care. Where children's starting points are below those expected, assessments shows they are improving well over a relatively short period of time and gaps are closing. The childminder completes regular assessments of children, which are shared with parents, who also frequently take their children's learning journals home. Parents contribute effectively to their children's learning and development through comments written in their learning journals and daily conversations with the childminder. They also contribute to the progress check at age two, which further supports their inclusion in their child's early years experience.

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who attend

The childminder generally supports young children's communication and language and literacy skills well. For example, children learn familiar nursery rhymes and enjoy stories they select, which she reads with them each day. However, during some focussed activities children who speak English as an additional language receive less effective teaching, as she misses opportunities to emphasize and reinforce phonics and words. Children enjoy a wide variety of activities, which contribute to their development as inquisitive, curious learners. For example, they have fun collecting natural objects on sensory walks, visit the seaside, and learn about their local community at groups they attend. The childminder uses these opportunities to extend their learning as she develops activities around them. For example, autumn leaves collected are kept and children see how they change in colour and texture. They discuss animals that hibernate during the

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who attend

autumn and use the leaves to create their own space for a toy hedgehog to spend the winter. Children are offered frequent support, encouragement and praise as the childminder joins them in their play. For example, as they play with stacking Russian dolls, she counts with them and explains comparative size. Children have fun and love the 'high fives' they receive as they stack them in the correct order. This promotes their early mathematical development and they gain confidence in their ability as independent learners. Children are developing their early physical skills. They are active learners who enjoy pressing buttons and exploring levers, which develops their hand-to-eye coordination. They enjoy using the large scale equipment at activity centres they visit and have fun skipping, bouncing and playing with a variety of balls in the garden.

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who attend

The childminder gives thought to offering children smooth transitions through effective liaison with other settings children attend and good relationships with local schools. Parents' evenings are offered to discuss children's progress in more detail and assessments are shared with other settings and schools. As the childminder walks to and from school daily, children also become familiar with the environment, which prepares them well for when the time comes for them to move to school. As a result of the considered steps taken by the childminder, children receive a consistent and enjoyable early years experience.

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

Children demonstrate that they feel happy and secure in the childminder's care and have formed secure attachments with her. As the childminder works with her mother, children enjoy the presence of two familiar adults with whom they develop a close bond. This promotes their emotional well-being. The childminder offers flexible settling-in arrangements for children, which offer both parents and children reassurance. As a result, children quickly feel at home in the welcoming environment. She ensures that any dietary or medical needs are known and catered for. Her warm and friendly personality helps children make the transition from home into the childminder's care easily. The childminder makes children feel special and as a consequence they enjoy their time with her. For example, she offers them sensitive explanations to help them learn to take turns and comforts and reassures them when they feel unsettled by a stranger's presence.

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

Children are cared for in a safe and welcoming environment where they access a good range of age appropriate resources and use the available space well. Consequently, they become curious and independent learners who engage happily in the activities on offer. Young children are taught ways to keep themselves safe in a variety of ways. For example, they learn to use safety knives correctly as they cut their banana at lunchtime and are supported by the childminder to safely use more challenging equipment at the park. The childminder teaches children to successfully manage their behaviour from a young age. Strategies employed are age appropriate and help children learn to kind and thoughtful towards others. The childminder is positive with children and promotes their confidence and self-esteem. For example, children see their artwork and photographs of activities displayed in the setting. The childminder discusses their successes and how they

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

arrived at them, praising their efforts. As a result, children flourish and are proud of their achievements.

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

Children learn effective self-care routines as they wash their hands before eating and are encouraged to become independent using the bathroom. They are offered healthy, nutritious snacks and meals and enjoy making their own sandwiches, which they cut into butterfly and cartoon character shapes. The childminder discusses healthy fillings with them and talks to them about how this helps them grow healthy and strong. They enjoy growing their own vegetables and this further extends their awareness of how a balanced diet contributes to a healthy lifestyle. Children enjoy fresh air and exercise daily both at the setting and on walks locally. The consideration given to developing children's experience of where they live and the trips to interesting places helps broaden children's horizons and offers them fun based learning opportunities.

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provision

The safeguarding and welfare requirements are effectively met. The childminder has undertaken additional child protection training since registration to ensure children are securely safeguarded. Clear policies and procedures are in place to enable the childminder to identify children at risk of harm and she is aware of who to contact should the need arise. The policies are shared with parents so that they are aware of her responsibility and their own in this regard. This ensures that children are protected and their welfare is given high priority at all times. The childminder supervises children well and is solicitous of their well-being. For example, safety gates are in place to prevent children's accessing the front door or stairs and explanations further support their understanding. A visual risk assessment of the setting is completed daily and outings are separately assessed. This helps to ensure that hazards to children are minimised.

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provision

The childminder has a good overview of the educational programmes and translates this into activities, which help children make progress towards the early learning goals. Good quality assessments are linked to the planning of interesting, challenging activities, which are focussed on individual children's learning needs. The childminder values the advice she has received from her mother and also seeks support from other childminders and her local authority advisor. She is undertaking the local authority quality assurance scheme, which is helping her further improve teaching strategies used and consider the development of the service she provides. This provides the backbone of the improvement plan in place, which is helping the childminder identify and prioritise developments to current practice.

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provision

The childminder promotes continuous care and learning for children as she works in partnership with their parents and develops friendly relationships with them. The broad range of policies in place are updated annually or when necessary and reflect the service offered. Parents are provided with copies and each time there is a change the amended policy is shared with them. The childminder understands the importance of developing relationships with other providers, schools and professionals in order to continue to meet children's needs and help them make progress. Overall, her professional approach to the development of her service is good.

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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 EY467011 Local authority Peterborough Inspection number 932461 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 3

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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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