Childminder in Cambridgeshire

Inspection date

Previous inspection date 13/03/2014 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

 Children quickly develop strong attachments to the childminder because there are secure settling-in procedures and excellent partnerships with parents.  The childminder uses her clear observations and assessments of children's achievements to effectively plan for the next steps in their learning and all children make good progress.  Children's social skills are developed well through frequent visits to groups and other childminding children. This prepares them well for the next stage of their learning.  The childminder has a thorough understanding of safeguarding and assesses the risks to children rigorously to keep children safe from harm.

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It is not yet outstanding because

 Although the garden is well used it has not yet been fully developed to offer children a broad range of sensory experiences, such as sand and water or digging and growing.  Partnerships with schools to enhance children's transitions and establish continuity of care and learning are not fully in place.

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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 the children at play indoors and outdoors.

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Inspection activities

 The inspector took into account feedback from parents through testimonials and comments in the learning records.

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Inspection activities

 A representative range of documentation was checked, including policies and procedures, registers, risk assessments and the children's learning records.

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Inspection activities

 The inspector spoke to the childminder about her provision at suitable times during the inspection.

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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 lives with her husband and one child aged two-years-old in Brampton, Cambridgeshire. The whole of the ground floor and the rear garden are used for childminding. The childminder attends a toddler group and activities at the local children's centre. She visits the shops and parks on a regular basis and collects children from the local school and pre-school. There are currently nine children on roll, of these, five are in the early years age range. 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 childcare qualification at level 4.

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

 extend opportunities for children to explore a greater range of sensory experiences in the garden

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

 enhance the partnership with the primary school to encourage a greater sharing of information to facilitate children's transitions and support continuity of care and learning.

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who attend

The childminder is an experienced practitioner who uses her good teaching skills effectively to ensure all children make good progress. Ongoing observation and assessment of children's achievements gives her a secure understanding of children's aptitudes and learning styles. This means activities are well planned and accurately support children's next steps. She uses the internet based assessments and children's learning journals well to share information with parents and involve them in their children's learning. The childminder understands the importance of regular routines for young children. She plans activities around the children's familiar rest and meal times to promote their sense of security. She organises her home appropriately to support children learning to crawl and walk. For example, she moves furniture to provide ample space for safe exploration.

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who attend

Children are encouraged to play together to develop firm friendships. Older children learn to take care of younger ones and ensure their play materials, such as small bricks, pose no risk to babies. The childminder supports children's communication and language well through ongoing conversations and commentary. She involves them in lively songs and games to build their sense of rhythm and support their listening skills. Books for all ages are readily available and daily storytelling helps even the youngest child to develop their interest in literacy. The childminder supports children's interest in information and communication technology well by providing a good range of interesting resources. For example, children use tablets to play educational games, such as colour matching. Younger children learn to anticipate action and response as they operate simple mechanisms, such as wind-up or pop-up toys. This equips them well for the future.

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who attend

The childminder supports children's interest in the world around them well. For instance, after interesting visits to a new house being built close by, children make three dimensional models of their own 'dream house' with card, paint and paper. They talk about how houses are built, and what materials are needed, extending their understanding of building and design in the adult world. Children enjoy being creative while developing their early writing skills as they make marks with paint, create models from dough and explore gloop. The childminder makes effective use of resources to support children with special educational needs and/or disabilities, such as colourful lights for those with visual difficulties. She encourages children to learn about each other and talks to them about different cultures, religions and languages. This results in children growing up with a good sense of each other's differences and similarities and learning,

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who attend

leading to tolerance and respect for others.

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

Effective settling-in procedures and the excellent partnerships with parents help to ensure children quickly form strong attachments to the childminder. The childminder collects detailed information from parents before children start so she has a clear understanding of their routines, abilities and preferences. Consequently, children's needs are well met. Babies are secure in her company and show they enjoy the warm cuddles with happy smiles. The childminder organises her home well to give children good opportunities to make their own choices from plentiful resources. Children tend to spend most of their time in child-initiated activities, which encourages independence and self-reliance, preparing them well for their future learning. Children learn about good behaviour through consistent boundaries and expectations. The childminder encourages older children to make their own rules and develops younger children's understanding through cooperative

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

The childminder provides children with a healthy and appealing range of meals and snacks that meet their dietary requirements. She follows nutritional guidance to ensure food is well balanced to support children's healthy growth. Children learn about healthy foods through activities and daily routines. For example, older children make their own sandwiches and explore healthy options. The childminder is conscientious about good hygiene and maintains clear procedures to minimise the risk of cross infection when changing nappies, or preparing food. Children effectively learn to keep themselves safe because the childminder teaches them well. They practise the fire drills on occasions and learn about road safety to enhance their ability to assess risks.

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

The childminder has a good enthusiasm for outdoor play and ensures children get plenty of fresh air and exercise. They visits parks and play areas daily where children play on larger equipment. This promotes their physical development and confidence well. Although the children use the garden daily for energetic play, there are fewer opportunities for them to enjoy sensory experiences, such as, exploring sand, compost or water, or digging and planting. Children develop their social skills well because the childminder takes them to toddler and activity groups. She arranges play dates with other children to encourage them to build their relationships with others, supporting their readiness for the larger social experiences of nursery or school.

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provision

The childminder has quickly established her childminding business and effectively implements all the requirements for the Statutory framework for the Early Years Foundation Stage. This enables her to meet all children's individual care and learning needs well. The childminder demonstrates a clear understanding of safeguarding procedures relating to child protection. She has detailed policies and procedures to support her and enhance children's safety. Children play in a safe and clean environment due to rigorous attention to risk assessments and the childminder's secure understanding of good hygiene practice.

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provision

The childminder uses her extensive knowledge of early years practice to monitor the effectiveness of the educational programme. She makes frequent observations on children's achievements and continuously assesses their development. Regular discussions with parents and children and ongoing evaluation ensures activities and routines are challenging and interesting. Consequently, all children make good progress towards the early learning goals. The childminder reflects on her provision and has initiated an action plan that appropriately identifies areas for development. For example, she plans to increase meetings with parents to enhance the sharing of information. She asks parents and children for their views, so improvements are relevant and ongoing. Although already well qualified, she is keen to continue her professional development and has recently joined a childminding network to gain good practice ideas.

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provision

Excellent partnerships with parents have been quickly established. Parents warmly praise the childminder and say she offers a home-from-home environment. They indicate they are very pleased with the range of activities and the healthy meals. The childminder uses a popular software package to record children's activities and achievements. Parents have instant access so they easily contribute their own comments, and therefore, enhance the childminder's planning for each child's learning. Regular newsletters, daily diaries and verbal feedback also help to ensure there is a mutual understanding of children's needs and progress. The childminder works well with other early years providers through sharing diaries and assessments to support children's transitions and continuity of care and learning. Although the childminder has some links with the primary school, as yet, they are not as well developed as those with other early years providers.

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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 EY467070 Local authority Cambridgeshire Inspection number 936902 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 9

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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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