Papworth, Lisa

Inspection date

Previous inspection date 18/02/2014 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 demonstrates effective teaching skills as she makes skilful use of questioning and fosters interesting discussions with younger children to enhance their communication and language development.  Children enjoy exploring a rich array of stimulating resources, which offer them new challenges and promotes their critical thinking.  The ongoing exchange of information with parents is strong, particularly information about children's individual needs, care routines and learning at home. As a result, children's well-being is well supported.  The childminder shows a strong commitment to continually developing her practice and improving outcomes for all children. She implements robust policies and procedures to ensure children are safeguarded and their safety and welfare is prioritised.

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It is not yet outstanding because

 There is scope to enrich children's understanding of the world by offering them opportunities to care for living things in the outdoor environment, such as plants.

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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 children's activities in the kitchen, lounge and garden.

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Inspection activities

 The inspector spoke with the childminder and children at appropriate times throughout the inspection.  The inspector looked at children's assessment records and planning documentation.

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Inspection activities

 The inspector checked evidence of suitability of the childminder, looked at the childminder's training certificates and some written policy documents.  The inspector took account of the written views of parents.

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Information about the setting

The childminder was registered in 2013. She is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband in a house in the Wattisham area of Suffolk. The whole of the ground floor, one bedroom on the first floor and the enclosed rear garden are used for childminding. The family has no pets.

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Information about the setting

The childminder attends a toddler group and activities at the local community centre. She visits the shops and park on a regular basis. She takes and collects children from the local schools and pre-schools. There are currently two children on roll, both of whom are in the early years age group. Children attend for a variety of sessions. The childminder operates all year round from 8am to 6pm, Monday to Friday, except bank holidays and family holidays. She is a member of the Professional Association for Childcare and Early Years. The childminder holds a relevant early years qualification at level 3.

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

 enhance the good educational programme for understanding the world by extending opportunities for children to learn about caring for plants and other living things.

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who attend

The childminder is skilful in her teaching of children, which supports children's learning and development very effectively. The arrangements for observing and assessing children's development are well established and support the childminder to develop a good knowledge of each child's starting points and their individual next steps in learning. The planning of activities and experiences for children is closely linked to the childminder's observations, which ensures they continue to be challenged and make good progress in their learning and development. Children actively initiate their own learning as the environment offers them an array of interesting toys, games and resources to stimulate their critical thinking and creativity. Many of these resources are creatively made by the childminder herself, making use of everyday objects and printed labels and pictures. For example, when younger children show an interest in posting objects into different

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who attend

containers, the childminder builds on this by offering them a tin with various holes in the lid. This promotes children's problem solving skills as they concentrate on manipulating different bricks to make them fit through the holes. In addition, children actively learn about colours because they are provided with different coloured laminated mats which they use to sort bricks into sets. The childminder encourages them to count the bricks as they sort them, extending their mathematical thinking even further. The childminder spends most of her time interacting with the children as they play, asking them carefully framed questions as they explore rubber gloves filled with rice, flour and coloured ice. Younger children demonstrate good listening skills as the childminder talks to them about the melting ice and encourages them to repeat familiar words, such as 'cold' and 'wet' to describe the sensations they can feel. This means that children make good progress in

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who attend

their communication and language development and are gaining valuable skills in readiness for their eventual move to other early years settings and school.

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who attend

Younger children's physical development is well supported as the childminder provides a good range of equipment to support babies, who are learning to crawl, and toddlers, who enjoy climbing and using ride-on toys. The garden is used well to enhance children's physical skills. For example, they have rich opportunities to develop their strength and coordinations as they climb over and lift a selection of logs. When children show an interest in watching the birds from inside, the childminder builds successfully on this by providing a 'bird caf' so children can watch the birds more closely and get involved in feeding them. Although the childminder has many ideas to build on children's interest in learning outdoors, she has not fully exploited opportunities for children to encounter a wider range of natural objects and living things, such as, planting seeds, digging in soil and watering plants. As a result, children's understanding of the world is not fully

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who attend

Parents are continually provided with meaningful information about their child's learning and development. The childminder makes the most of opportunities to exchange information in discussion with parents each day and ensures they have free access to their child's learning journal record. Parents are keen to contribute ideas to enhance their child's learning. For example, a parent shares information about the sign language they use with their child at home so the childminder can also use these in her setting. As a result, children's experiences are consistent across the childminding setting and home, and their good progress is promoted even further.

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

The childminder's flexible procedures have a positive impact on how quickly children settle in and make a smooth transition into her care. Several visits are offered to children and their parents, ensuring they have time to familiarise themselves with the new environment and establish new emotional attachments. The childminder has comprehensive discussion with parents at this stage, using an 'All about me' sheet to record important information about the child's individual needs, care routines and starting points in learning. The childminder establishes warm relationships with the children and this fosters each child's strong emotional well-being. For example, children respond positively to the childminder's attentive and enthusiastic interactions, and feel comfortable seeking comfort from her when they need reassurance.

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

From a young age, children's behaviour is good and they demonstrate high levels of self- esteem and confidence. The childminder demonstrates a good understanding of how to support children's behaviour, taking their individual stages of development into account. For example, she makes skilful use of praise when younger children have a 'good try' at new tasks, and provides good role modelling to encourage them to help with tidying up. Children's personal, social and emotional development is fostered further as they are offered opportunities to be independent and to manage routine tasks for themselves. In particular, younger children are encouraged to find their own shoes before going outside, and the childminder provides them with a wipe so they can learn to clean their face after eating. Children have valuable opportunities to play and socialise during frequent visits to local toddler groups and children's centre activities. These experiences go further to

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

develop their confidence around others, and ensures they are preparing well in readiness for their move into other larger settings and school.

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

Children participate in an array of activities and routines that promote a healthy lifestyle. They benefit from fresh air and physical exercise as they access the childminder's garden and get out into the local community on a daily basis. The childminder works closely with parents to ensure children are provided with nutritious meals and snacks, helping to promote their early awareness of healthy eating. This is particularly effective in meeting the needs of babies who are moving through the stages of weaning, and children who have specific dietary needs. Children develop a good understanding of how to keep themselves safe as they move around freely and access resources independently. This is because the childminder provides gentle reminders about cleaning up spillages to avoid slipping, and discouraging them from putting craft materials, such as play dough into their mouths.

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provision

The childminder has a good understanding of the safeguarding and welfare requirements of the Statutory framework for the Early Years Foundation Stage. Effective policies and procedures are implemented to ensure children are protected from harm and their welfare is fully promoted. The childminder fully understands her responsibilities with regard to child protection and the procedures to follow if she was to have any concerns about a child in her care. A strong commitment to protecting children is also demonstrated in the childminder's secure plans to attend further training in safeguarding children in the near future. Children's safety is promoted further because the childminder ensures that she maintains close supervision of children at all times. Thorough risk assessments conducted in the house, garden and during outings are reviewed regularly to ensure children do not come into contact with hazards that may put them at risk of harm. The childminder strikes

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provision

a good balance between maintaining children's safety and ensuring all children have an opportunity to feel fully involved in activities. For example, while some children enjoy exploring small grains of rice, younger babies are provided with cereal hoops as a safer, edible alternative.

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provision

The childminder's thorough self-evaluation highlights the strengths of her service and informs a strong commitment to enhancing good practice and making continuous improvement. For example, the childminder clearly identifies positive ways in which to drive continuous improvement. These include plans to widen children's outdoor experiences in the garden, making better use of the new learning opportunities that the changing seasons and weather bring. The childminder has a positive attitude to continuing her professional development, with secure plans to undertake more relevant training in the future. She is proactive in liaising with local authority advisors in order to keep abreast of new guidance. As a result, the childminder continues to extend her good knowledge and understanding to meet children's needs successfully. The childminder has drawn on her past experience of working in a nursery, making a very good start to embedding her

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provision

arrangements for assessing children's learning. This means that the childminder is quick to identify any gaps in children's development and can plan effectively to support these.

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provision

The childminder establishes positive partnership working with all those involved with a child's care and education. This is particularly effective in ensuring communication links with parents are strong, and promotes a joined-up approach to meeting children's needs. Parents comment very positively on the range of activities provided for their children and the 'amazing' progress their children make during their time with the childminder.

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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 EY466242 Local authority Suffolk Inspection number 935427 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 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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