Childminder in Cambridgeshire

Inspection date

Previous inspection date 23/01/2014 07/05/2009

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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 provision of interesting props and resources, along with the positive role modelling of the childminder, effectively supports children's good overall progress.  The well-being of children is developed by the childminder who works positively with their parents, in order to learn about their individual interests and needs. This means that planning and learning activities are pitched positively to enhance children's confidence and self-esteem.  The childminder continues her professional development very well. She reflects and monitors the service she provides, in order to ensure that she meets the learning and safeguarding needs of children.

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It is not yet outstanding because

 There is scope to enhance teaching practice to extend learning opportunities further in relation to children's language development, in order to expand on their existing communication skills.

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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. Parents telephoned the inspector to record their views of the childminder and the service she provides for their children.  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 discussion with the provider in relation to making observations of children's play and learning.

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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. The childminder lives with her husband and adult child. The family live in Papworth Everard, Cambridgeshire. The whole of the ground floor of the childminder's house is used for minding and there is an enclosed garden for outside play.

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Information about the setting

There are currently four children on roll in the early years age range. Two children were present during this inspection. The childminder is able to escort children to and from the local school. She networks with other local childminders, takes children on regular outings to the zoo and activity groups, along with accessing local children centres. The childminder operates all year round, excluding bank and family holidays. She opens from 7.30am until 6pm.

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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 through the 'Every child a talker' programme.

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who attend

Time taken prior to placement enables the childminder to ascertain the starting points of each child before they begin in her setting. This information, together with parental discussions about their child's particular interest, helps the childminder to plan and prepare her setting in advance. She provides toys and resources, which will help to gain children's interest and participation, ensuring that they settle with the minimum of fuss or upset. The childminder has a clear understanding about how children learn best through free flow play and exploration. She takes the time to record purposeful observations of children as they play and learn. These are then assessed by the childminder to ascertain the age bands children are working in and achieving. Subsequent information is then used well to identify children's next steps for learning and if there are any identified gaps in their learning which need to be targeted and addressed. The childminder provides one-to-

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who attend

one support for children, in order to extend and enhance their learning and development.

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who attend

The childminder makes the most of everyday learning opportunities, for example, while children enjoy preparing for lunch, she encourages them to think about the differing colours of the plates and cups they are using. Children think about this and then offer their ideas with confidence and they are competent in naming the different colours they see. Later, during their meal, the childminder encourages their understanding of numbers and simple fractions as together they cut up their fruit into sections. Children count these out, demonstrating their growing self-assurance as they work out how many sections the fruit has been divided into. Children enjoy spending time together with the childminder. They enjoy sharing their favourite books and stories together. The childminder enables this learning to take place by organising the learning environment thoughtfully, so that children are comfortable and can clearly see. As a result, children make evident their

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who attend

growing understanding that print carries meaning, as they point to words and use the pictures as clues to the story line. However, on rare occasions, the childminder misses opportunities, such as the use of additional open-ended questioning, to extend children's conversational language development even further. The childminder joins in play sensitively, fitting in with children's existing play ideas. Children have uninterrupted time to play and explore. She provides additional props to extend children's imagination and creativity.

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who attend

Parents are encouraged to share learning that their children achieve at home. This supports the childminder in identifying children's ongoing developing knowledge in relation to what they know and can do. From here, she can target future areas of learning which meet children's individual needs, enabling them to acquire the skills they need in readiness for later learning and moving onto school.

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

The childminder works closely with parents and carers, in order to support the individual care and educational needs of children in her setting. In addition, children clearly feel safe and secure with the childminder, seeking her out to show her their creations. They laugh and have fun together, playing hide and seek with each other and listening and responding to ideas suggested by the childminder. As a consequence, children's self- esteem is high. Children are clearly at home with the childminder and each other. They move around freely during the inspection visit. The childminder has taken time to sort and provide a variety of resources along with child-height storage and furniture. This supports children's independent investigations. In addition, children know where their favourite toys are stored and also enjoy pulling out toy boxes to explore the wider range of other toys, which help to spark their imagination and child-led play. The attention shown by the

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

childminder and the good organisation of her setting supports children to develop their self-help very well.

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

The childminder pays clear attention to supporting children to develop their understanding about dealing with personal hygiene. The childminder provides colour coded towels, which are washed daily. This helps children to recognise their individual towel and learn, through the routines and purposeful discussions with the childminder, that they need to wash their hands at pertinent times and that they then use separate towels, in order to prevent the spread of infection. Children are encouraged to develop their understanding about healthy eating. They talk with the childminder about foods which are good for them along with those they can enjoy as treats on occasions. The childminder obtains clear information from parents about the food they can and cannot eat. This information means that she can plan nutritious menus, which meet their individual dietary needs and help them to grow and thrive. Opportunities are organised for children, enabling them to take part in

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

trips out and about. For example, they enjoy visiting local parks, activity centres and other childminder's homes. These activities support them to develop their social skills as they interact with other children and adults. In addition, children are able to use further equipment and larger apparatus than is possible within the childminder's home. This means that they can build on their existing physical skills, helping them to lead healthy lifestyles.

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

The safety of children is paramount to the childminder. She takes time to risk assess all areas of her home used by children. This enables them to play in comfort and safety. The childminder's home is kept secure at all times. The childminder acts as a good role model, through her actions and gentle reminders and they learn about going steady inside, rather than running, in order to prevent bumping into each other or furniture. They learn to sit carefully on their chairs during activities in the living room and at the kitchen table when enjoying their snacks and meals. All children know that when using stairs or steps, they need to hold onto the bannister or railings to help keep themselves steady. The childminder is consistent in her approach with regards to behaviour management and this helps children to learn about and accept fair boundaries. As a result, children's behaviour is good.

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provision

The childminder has a good understanding about the importance of protecting children from harm. She has experience of dealing with child protection issues and clearly understands how to make a referral to social services if she has a concern about a child in her care. Regular training undertaken by the childminder includes safeguarding children and paediatric first aid. This helps the childminder to take appropriate action in the event of an emergency, disclosure from a child or concern. The childminder understands about the importance of Disclosure and Barring Service checks for all persons living in her household over the age of 16 years. She never leaves children unsupervised with visitors or adults, who have not had the necessary checks undertaken. Risk assessments are undertaken of all child-accessible areas. This means that children in her setting are protected from potential hazards. The childminder keeps her home and garden secure,

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provision

enabling children to play and learn in peace and safety.

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provision

The childminder monitors her practice. This helps her to make sure that children in her care are making good progress across all areas of learning. Attention to continuing her professional development means that her practice and interaction with children and their parents remains relevant and up to date. Since her last inspection the childminder has taken the time to reflect and build positively on the service she provides. She networks with another childminder and together they undertake relevant training, in order to enhance their teaching practice. The childminder has been active in addressing areas for development highlighted in her last report. This has helped her to improve the service she offers in relation to assessing the progress children make in her care. The childminder is committed to continuous improvement and by talking with parents and children she is able to adapt her setting, in order to meet user needs.

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provision

There are effective measures in place to support the continuation of care and learning for children attending more than one setting. This makes certain that the childminder is able to support and build on the learning that children similarly enjoy elsewhere. Partnerships with parents are good and they work well with the childminder. These open communications enables all parties to make the most of shared knowledge to enhance opportunities for children, helping them to make good progress in their formative years. Parents report that they are very happy with the service and more importantly so are their children. They would happily recommend her to other families.

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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 EY381094 Local authority Cambridgeshire Inspection number 951966 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 4

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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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