Bright, Elspeth, Sarah

Inspection date

Previous inspection date 25/02/2014 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

 Teaching is good because the childminder has a strong understanding of how children learn and she promotes their interest through thoughtfully planned activities that follow their interests. As a result, children are making good progress in their learning and development.  The childminder works very well in partnership with children's parents and this ensures their care needs are met.  Children are safe because the childminder demonstrates a good awareness of safeguarding. She understands the importance of protecting children and carries out thorough risk assessments, taking active steps to reduce any hazards.  The childminder has a well-organised approach to her care of the children. She maintains her policies and procedures and considers her ongoing plans for the future development of her service.

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It is not yet outstanding because

 The partnerships with parents particularly in relation to gaining precise and detailed information from home about children's interests and progression when they first start attending have not been fully maximised.  The opportunities for children to become involved in their own risk assessments of their play in order to enhance their learning about safety have not been fully optimised.

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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 kitchen/diner, the dining room and in the childminder's garden.  The inspector carried out a joint observation with the childminder.

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Inspection activities

 The inspector spoke with the childminder and with the children at convenient times throughout the inspection.  The inspector spoke with one parent when they arrived to collect their child.

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Inspection activities

 The inspector looked at children's assessment records, the childminder's policies, procedures and a range of other documentation.  The inspector checked evidence of the suitability of all the adults in the household.

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Information about the setting

The childminder was registered in 2013 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner, adult stepson and one child aged three years in a house in Wicken, Cambridgeshire. Most of the ground floor, the bathroom and one bedroom upstairs are available for childminding and there is an enclosed garden for outside play. The family have two dogs. The childminder attends toddler groups and activities at the local school. She visits the park on a regular basis and she collects children from the pre-school. There are currently six children on roll, five of whom are in the early years age group and they attend for a variety of sessions. She operates all year round from 7.30am to 5.30pm, on Monday, Tuesday, Thursday and Friday. She 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:

 extend the already good partnership with parents, for example, by seeking more detailed information about children's interests and progress at home in order to more precisely identify their unique starting points

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

 expand children's opportunities to learn about how to manage their own and others safety, for example, by further involving them in the risk assessment of their play and activities.

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who attend

Children benefit from the childminder's secure knowledge of the Early Years Foundation Stage and her willingness to be creative in her planning of activities and experiences for each child in her care. She watches the children play and listens to their suggestions during conversations. She uses their ideas and interests to plan the activities for them. For example, the children have recently seen a number of rainbows and the childminder picked up on their interest to plan a range of activities that are linked to their developing awareness of the natural world and colours. The children talk about the different colours and make the curved shapes by using play dough and craft materials. The childminder extends their interest in the colours by providing children with an activity where they explore water beads. She is active in her teaching because she encourages them to be curious by providing a range of different containers and scoops of different sizes for them

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who attend

to move the beads. The children's vocabulary is also ably extended because they talk with the childminder using descriptive words, such as 'slippery' and 'squidgy'. Younger children watch the older ones and are keen to follow their lead. For example, by using a spoon to scoop the beads into a small plastic bottle. The childminder shows a genuine interest in what the children are doing and her enthusiasm for the activity is infectious; the children laugh with her and show wonder about this new activity.

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who attend

The childminder supports children's personal, social and emotional development well. She enables them to share and to work together because she spends time watching and encouraging them to consider others during their play. She talks to them about the daily routines so they know what is coming next while allowing them ample time to complete their current activity. Children are learning to be independent. They know where to find their shoes and coats and try to put them on in readiness for outside play and they are supported to wash their hands before meal times. Children are able to choose freely from the wide range of play materials, books and resources that are stored in low-level units and boxes. They are also encouraged to help tidy away when they have finished playing. The childminder works well with children's parents. She shares their progress records with them and seeks information from home from their parents. However, there is scope to

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who attend

extend this information gathering to contain more detail about their interests and progress. This will enable the childminder to use this even more effectively alongside her initial observations to identify their starting points. This effective support for children's developing independence and self-confidence contributes to them being well prepared for their eventual move on to school.

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who attend

Children enjoy sitting snuggled up in the tent looking at books together. They hold the book so their friends can see the pictures and they re-tell the familiar story. The childminder extends their learning through linking activities together. For example, she suggests that a book about a firefighter may be a good one to read next because one of the children has the firefighter dressing-up clothes on. All children are treated as individuals and with respect. Children are learning about the wider world. For example, they enjoy an activity linked to the winter Olympics where they look at a map to see where they are taking place. They look at the Russian flag and discuss the variety of sports that take place. The childminder secures their interest through a range of art and craft activities linked to this event. Children thoroughly enjoy being able to play outside. They enthusiastically use the ride-on toys and the cars to negotiate the chalked roadway

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who attend

and they become excited to chase the bubbles their friends blow, therefore, contributing to their physical skills and enjoyment of being out in the fresh air. The childminder makes the most of her rural setting to get the children out in the countryside. She teaches them about caring for the family dogs through taking them for walks and they explore the fields in all weathers.

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

Children demonstrate clearly that they feel safe and relaxed in the childminder's home. They are confident to choose their own activities and to move between activities in the different rooms. They approach the childminder for reassurance and enjoy her positive interaction in their play. For example, lively conversation takes place between the children and the childminder throughout the day. They feel secure because the childminder spends time with them, giving a gentle running commentary about the day and what is coming next. They behave well because the childminder has clear and consistent expectations in place. She reminds them gently about being careful and to think about the impact on others of their actions. She talks to them about being careful when they fetch things that are under the table. However, there is scope to extend children's already good awareness of safety through further involving them in the risk assessment process; encouraging them

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

to consider the possible risks involved in their play and how to keep themselves and their friends safe.

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

The childminder is effective in meeting each child's care needs. She seeks information from parents about any specific needs or preferences and manages these well. For example, she discusses babies weaning and requirements for bottle feeds and finger foods at meal times. The children know the childminder well. When they start attending she works with each parent and child to devise an appropriate settling-in process according to their needs. Children enjoy her company because she has a warm and sensitive manner with them and they feel confident to try new experiences and to initiate conversations with her. The childminder has developed good partnership working with other providers delivering the Early Years Foundation Stage. She shares information about activities and planning as well as individual children's progress. This effective way of working with the children and the good partnerships with their parents and other providers who are

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

involved with them significantly contributes to children receiving a consistent approach and have their unique needs met.

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

The children are encouraged to develop an awareness of how to stay healthy and to learn about the benefits of maintaining good personal hygiene. For example, they enjoy a good range of healthy snacks that are provided by the childminder. They have packed lunches provided by their parents and the childminder ensures these are stored appropriately. Children know the routines for washing their hands before eating and after playing outside or having contact with the dogs. They collect the stool to stand on at the sink and are supervised by the childminder to wash their hands. They have daily opportunities for outside play and walks across the fields. The childminder has a very good range of resources both inside and outside that the children are able to choose from and that promote all areas of children's development.

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provision

Safeguarding is given high priority by the childminder. She maintains close supervision of the children and takes active steps to reduce hazards through risk assessments of her home, garden and any outings the children are involved in. She understands the importance of following the Local Safeguarding Children Board procedures in the event of any child protection concerns with regard to recording and reporting these concerns. The adults in the household have the required clearances in place and the childminder's policies and procedures are reflected in her daily activity with the children.

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provision

The childminder demonstrates a good understanding of the learning and development requirements of the Statutory framework for the Early Years Foundation Stage and is effective in implementing this for each of the children in her care. She gets to know them well and ensures her planning is led by the children's interests. She shows a good knowledge of how each child learns and employs effective teaching strategies to help each child make good progress. She monitors and assesses each child's progress, shares this with their parents and ensures the planning of activities provides a broad range of experiences across the seven areas of learning.

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provision

The childminder works very well in partnership with children's parents and with other providers who are involved with them. She is involved in progress checks at age two alongside another provider and she is aware of the benefits of fully involving parents in their child's learning from when they start attending and ongoing. She has devised some well-targeted plans for the future development of her service and to fine tune her information gathering from parents.

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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 EY464871 Local authority Cambridgeshire Inspection number 934952 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 6

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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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