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

 The childminder helps children to make good progress across all areas of learning. This enables them to embed particular skills, such as, physical coordination, language for communication and personal confidence. All of which supports their future learning.  Purposeful relationships with parents enables the childminder to meet the changing needs of the children in her care. In addition, it promotes their personal development, as they move between their home and that of the childminder's.  The childminder has a clear understanding about protecting children in her care from harm. She understands how to report child protection concerns and how to keep children safe, by implementing pertinent procedures, such as risk assessments.  The childminder undertakes regular monitoring of her practice, reflecting on the strengths and areas she wants to improve. Discussions with parents also provide her with ideas and information about how best to develop her service in line with user

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It is not yet outstanding because

 There is room to enhance learning opportunities for the children by extending the time for uninterrupted play and exploration, so that they are able to find more things out for themselves, problem solve and discover what interests them.  There is scope to enrich the learning environments for children further by expanding on the range of natural resources available inside.

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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 childminder and children at appropriate times throughout the inspection. In addition, she read letters from parents about the care and service offered by the childminder.  The inspector observed activities in all areas used by the children.

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Inspection activities

 The inspector looked at a selection of policies, procedures and relevant documentation, including, evidence of suitability checks and evaluations carried out by the childminder.

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Inspection activities

 The inspector carried out joint discussions with the childminder in relation to making observations of the children's play and learning.

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Information about the setting

The childminder has been registered since 2013 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her two children aged seven and four years. The family live in a residential area of Longstanton, Cambridgeshire. The whole of the property and the rear garden are used for childminding. They have fish, stick insects, three guinea pigs and two chickens as pets.

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Information about the setting

The childminder takes and collects children from local schools and pre-schools. She provides early education for three-and-four-year-old children. There are currently five children on roll, four of whom are in the early years age group and attend for a variety of sessions. The childminder operates her service during term time only. The childminder is a registered 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 learning for the children by lengthening time for continual play and exploration, enriching opportunities for them to find things out independently, solve problems for themselves and make their own discoveries

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

 expand the existing range of natural resources indoors, enhancing the children's surroundings further with extended opportunities to study, probe and acquire new information about objects, both independently and with good quality adult interaction as appropriate.

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who attend

The childminder has a good knowledge and understanding about the starting points and abilities of the children in her care. This is supported by the initial base line assessments she undertakes, in full partnership with parents. This information enables her to plan in advance, interesting learning opportunities which help the children to feel included. This in turn encourages their confidence and supports them in settling more quickly. The childminder knows each child very well, including their interests, learning styles and concentration spans. She takes time to make pertinent ongoing observations of them as they play, learn and make progress across the prime areas of learning. Progress checks at age two are also undertaken, in full partnership with parents. As the children acquire more skills and embed expertise for later learning in school, the childminder identifies the next steps in their learning journey. She then organises activities and play opportunities,

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who attend

tailored to their interests and needs. This attention to details helps to continue in exciting and capturing the children's imaginations and prompts their participation. The children are supported well in developing positive outlooks and approaches towards their own learning. Subsequent records provide a delightful and informative summary of the progress the children make over time. In addition, the information gathered, enables the childminder to identify any gaps in their learning. This means that once a specific area is identified, the childminder can take action in order to minimise the gap or indeed, close it. If this is not possible, it provides time before a child moves on to school, to access and organise further professional support in the best interests of the particular child. The childminder is similarly clearly aware that she may identify where particular children are working well in advance of that expected. This then assists her to plan further challenge in order to

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who attend

support any child identified as gifted and talented.

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who attend

The childminder provides a positive teaching approach. She uses open questions and gives children the time they need to listen, think and then respond. However, there is room for the childminder to increase opportunities for the children to play uninterrupted, so that they become more deeply involved in activities, maintain focus on things that interest them and have opportunities to explore.

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who attend

The childminder is good at supporting language development. She helps to extend the children's growing vocabulary by introducing new words, such as, 'different' when referring to the range of colours they can see while using the plastic, click together building bricks. The children enjoy a wide range of toys and props to enhance their play. They enjoy simply problem solving as they attempt to complete puzzles, working out which piece goes where to complete the picture. The childminder provides a good range of musical instruments. The children have great fun trying them out to see what sound they make. They discover, that when they rattle the plastic tambourine, the bells attached to the sides, jingle away. They know that the metal xylophone needs to be tapped in order to produce a sound and that the harder they hit the chime bars the louder the sound they can make. Children notice what is happening around them. They are interested in the

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who attend

animals and insects kept by the childminder and her family. The children point to the chicken coop, where the two chickens have emerged and are scratching around. They know they are chickens and they produce eggs and have feathers. There is scope for the childminder to increase opportunities for the children to explore a broader range of natural materials indoors; complementing further the existing opportunities they currently enjoy.

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who attend

Parents are encouraged to share learning and achievements which happen at home. This means that the childminder is able to learn more widely about what each child knows and can do, rather than simply what they are achieving with her. Again, this information is used well to encourage the children to build on what they know and can do. As the parents actively participate in reviewing the learning records, they enjoy a clearer picture of the interests and abilities their children have. The childminder is keen to support parents and children in sharing learning and having fun. She is proactive in providing information and ideas for parents about activities they can enjoy with their children during the holidays.

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

The childminder is the children's key person. She takes time, prior to placement talking with the parents and completing relevant records; such as contracts which include important information including the children's dietary or medical requirements. This planning means that when the children join the childminder, she can provide them with good continuity of care. This helps to promote strong bonds and attachments early on and supports the children's confidence and growing self-esteem. The overall organisation of the childminder's setting is conducive to the safety and security of each child, along with supporting their learning and development. Child-height storage means the children can build and extend on their developing independence and self-help skills.

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

Parents support the childminder's healthy eating programme, as they provide balanced and nutritious packed lunches and snacks. This attention to an appropriate diet helps the children to grow and thrive. The right types of food, along with plenty of water, provides the children with energy and hydration to engage fully in their own learning and ongoing personal development. The children behave well and build confidently on their personal and social skills. For example, they learn to see to their personal hygiene, such as washing their hands at appropriate times, or learning to use the toilet independently.

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

Children enjoy regular opportunities to explore the outdoor environment. They enjoy feeding and caring for the chickens owned by the childminder and her family. Or, walking in the local area, making visits to the nearby farm where they have marvellous opportunities to see the new born lambs and learn about the world on their doorstep. These adventures enable the children to develop their physical skills and enjoy using larger apparatus that they discover in the parks. These activities contribute to them developing their coordination, and understanding about how their bodies work. They also embed ideas about how exercise keeps them fit and healthy. They learn about keeping themselves safe, for example by using safe practices, such as not stroking strange dogs or talking with strangers.

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provision

The childminder has a clear knowledge about the signs and symptoms of abuse or neglect and understands about safeguarding children from harm. She has completed relevant child protection training. The childminder makes clear to parents about her child protection responsibility. Additional safeguards are in place. For example, she monitors any injury the children may arrive at her setting with. These are recorded and signed by the child's parent. This enables the childminder to identify any significantly recurring incidents. Where she has a concern, the childminder will follow her safeguarding procedure and report to the pertinent, local child protection agency. All policies, procedures and records required by legislation are in place and well-maintained. Attention to training, such as paediatric first aid, means that the childminder can provide appropriate care to children in the event of an accident. Risk assessments are undertaken in order to make sure that the

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provision

children remain safe and secure within her setting, or while out and about. The childminder never leaves children unsupervised with visitors to her setting. This makes sure that the children remain protected while in her care from unsuitable adults. The childminder has a good understanding in relation to meeting the safeguarding and welfare requirements.

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provision

Attention to continuing her professional development, means that the childminder remains up to date with changes in teaching practice and legislation. This has a positive impact on the children in her care, who enjoy a range of interesting learning opportunities as a result. The childminder also networks with other trained and registered childminders in the local area and together they reflect on their practice and identify areas for development to improve the service they provide for children and their parents. The childminder also works closely with the local authority development officer to further her understanding about good early years practice and meet the local authority quality framework commitments. This means that the childminder has good, ongoing advice and training which enables her to continuously develop and extend her practice. This further supports her good day-to-day management of her setting and promotes positive outcomes for the

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provision

children. The childminder reviews and reflects on the children's learning and achievements to make sure that they make good progress towards the early learning goals. She uses a range of techniques to support this. For example, talking with parents and other early years providers where the children also attend. Sharing records and taking the time to talk about and plan future learning opportunities. This provides the children with a united, balanced and positive approach to their learning and development. The childminder demonstrates a good understanding in meeting the learning and development requirements.

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provision

Parents report that the childminder is caring and sensitive to the needs of their children. They state that they feel safe and secure when leaving their child in her care. Parents are keen to recommend her service to other local families. They find that their children are happy and content and that the standard of care is good. They like and appreciate the childminder's kind nature and how their children look forward to going to her setting. The parents state they trust her implicitly. The childminder seeks their views in order to make sure that improvements to her service continue to meet user needs.

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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 EY467034 Local authority Cambridgeshire Inspection number 937506 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 4 Number of children on roll 5

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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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