Baker, Lorraine

Inspection date

Previous inspection date 03/04/2014 12/09/2008

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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 childminder promotes children's safety well because she has a clear understanding of safeguarding procedures, a proactive approach to updating her training and she carries out thorough risk assessments.  The childminder is clear and consistent in her approach to children, supporting their social and moral development and promoting their good behaviour. They respond readily to her as they trust and respect her judgement.  The childminder has developed a good relationship with the local pre-school and school, which enables her to support children's learning and smooth transitions for them as they move onto the next stage in their learning.  The childminder adapts her teaching to suit children's individual learning styles, helping them develop the characteristics of effective learners and make good progress.  The childminder is proactive about training and sets herself realistic, achievable targets

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This provision is good

for improvement. This ensures children receive an ever improving experience.

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It is not yet outstanding because

 The childminder gathers insufficient information about children's learning to date from parents as they start and does not offer them ideas to support their progress at home. As a result, children receive less consistency in their learning.

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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 looked at areas of the home used for childminding and the indoor and outdoor learning environments.  The inspector spoke with the childminder at convenient times during the inspection.

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Inspection activities

 The inspector looked at a range of documentation, including policies and procedures, registers, the childminder's self-evaluation and improvement plan and children's assessment records.

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Inspection activities

 The inspector observed the children as they played and the quality of their interactions with the childminder.

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Inspection activities

 The inspector took account of the views of parents and carers through written feedback provided.

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Information about the setting

The childminder was registered in 1993, and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and one adult daughter who is at university, in a house in a village near Royston, Hertfordshire. The whole of the ground floor and one bedroom, the toilet and bathroom on the first floor is used for childminding. There is a stepped entrance and an enclosed garden for children's outdoor play. The family has two cats. The childminder attends a local toddler group and activities at the local children's centre. She visits the local shops, library and parks on a regular basis. She takes children to and collects them from the local school and pre-school. There are currently 11 children on roll, of whom seven are in the early years age range. Children attend for a variety of sessions. The childminding provision operates all year round from 7am to 6pm, Monday to Friday, with the exception of bank

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Information about the setting

holidays and family holidays. The childminder is a member of the Professional Association for Childcare and Early Years. She receives support from the local authority and has completed the local authority quality assurance scheme.

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

 enhance partnership working with parents to help them share what they know about their children as they begin attending and engage them in their children's learning and development in the setting and at home.

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who attend

The childminder's effective teaching helps children make good progress in their learning and development. She communicates clearly with them to support their understanding and language development and they relate well to her positive, enabling teaching style. The childminder gets to know children well and takes account of their interests and preferred learning style when planning activities. This ensures that children engage well in their learning and are interested in the resources on offer. For example, children notice the inset puzzles set out for them and enjoy naming favourite characters, counting and learning new words as they interact with the childminder. The childminder rotates resources to offer children varied and exciting experiences, thereby successfully retaining their enthusiasm for learning. She carries out observations of children's learning and monitors their progress effectively. However, although she gathers information from

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who attend

parents about children's care needs and interests as they join the setting, she does not comprehensively gather details of their learning. This lessens her ability to plan for children's initial progress. She develops good relationships with children's parents and there is a relaxed, daily verbal exchange of information. However, there are fewer occasions when the childminder shares details of children's learning to extend support for their learning at home.

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who attend

Children enjoy a broad range of activities which support them to develop skills across each area of learning. For example, the childminder plans activities to support their understanding of different customs and festivals as they use craft resources to create their Easter eggs. They learn new vocabulary and begin to use it meaningfully as they and the childminder engage in purposeful dialogue. They discuss the glue, stickers, foam shapes and sparkly strands they use and learn that the glue makes the shapes stick. Children become absorbed in the activity as they concentrate on covering their egg shape. They develop early mathematical skills as they make the different shapes fit and line their foam squares up neatly. The childminder gives these young children time to explore the materials being used, practise their new found skills and offers timely support to extend their learning. Children enjoy reading stories each day as they select their favourites from

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who attend

the child accessible bookcase. They learn to recognise themselves and others who attend the setting as they talk about the photograph album the childminder has created. This new favourite shows activities and events they have enjoyed together which enables children to recall past events. They talk about scooping out their pumpkins, and see children who have left, recalling picnics they enjoyed together at a local maze.

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who attend

Children demonstrate familiarity within the home and move about freely as they access different activities and resources. For example, children relish being out in the garden on a warm day. They push buggies and come indoors to fetch their 'baby' to take to the shops. Children use the blackboard and with the childminder's support, learn to share the space. They have fun making marks and direct their own play as they take chalks to the footpath to use there. Children's early mathematical knowledge develops as they use construction toys, complete puzzles, sing action rhymes and count with the childminder in their play. Their creative skills are fostered well as they engage in imaginary play in the playhouse and lose themselves for a while in a magical world. The many exciting, enjoyable opportunities available to children widen their experience and extend their knowledge and understanding. This promotes their readiness for the next stage in their learning.

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

The childminder pays close attention to children as they begin attending to help them successfully move from home into her setting. Arrangements for settling-in visits are individualised. The childminder works closely with parents and children to ensure both feel happy and secure about how this is managed. Children, therefore, settle easily and become confident learners under her capable, knowledgeable care. The childminder works closely with parents to find out about children's health and dietary needs and keeps them appropriately informed about any accidents. Young children learn to behave well as the childminder has high expectations and sets clear, consistent boundaries. They learn good manners, how to share and show care and concern for one another and receive positive praise and encouragement from the childminder. She has a very well-organised home and resources are arranged to enable children to follow their interests. Children are consulted

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

and offered choices, thereby developing independence of thought. They learn to make their own decisions, which prepares them well for their future learning.

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

The childminder offers children healthy, nutritious meals and snacks and discusses children's individual dietary needs with their parents. Children learn about healthy eating as the childminder talks to them about making positive food choices. They participate in enjoyable associated activities as they cook pizza, create healthy plates of play food, grow potatoes and learn that sweet, sugary foods are occasional treats. As a result, they develop a healthy attitude to food, enjoy fresh fruit and vegetables and drink water. All children spend time in the fresh air and enjoy physical exercise daily. They walk to and from school and pre-school, play in the garden and enjoy the challenge and risk of larger equipment at local parks. The childminder takes children on exciting outings and trips to further support their physical development and encourage their exploratory skills. They visit farms, stately homes and country parks, enjoying days out, picnics and fun-filled

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

outdoor experiences. This supports their awareness of how enjoyable a healthy lifestyle can be. Children learn to keep themselves safe, as they negotiate the slope in the childminder's garden and realise that they need to take care on the downhill journey.

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provision

The childminder is vigilant about keeping children in her care safe from harm. She has a clear understanding of safeguarding procedures and has booked onto update training to ensure she remains abreast of the most current advice. She has a folder of supporting information and has all the necessary contact numbers in the event of any concerns about a child in her care. Children play in a safe, clean home because the childminder is conscientious about assessing risks. For example, she ensures children remain safe in the garden as it is re-modelled by assessing the risk before each new phase. She assesses safety within the home, and in respect of resources, on an ongoing basis. As a result, children's safety is promoted well. The childminder has well-organised folders containing all required documentation. She routinely updates policies and procedures and shares information with parents to ensure they are aware of her responsibilities. This enables her

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provision

to support children's care and learning effectively.

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provision

The childminder has undertaken the local authority quality assurance scheme to assist her in reflecting on the quality of the service she offers. She takes into consideration the views of parents, children and other professionals with whom she works. Her proactive approach to making changes where required means she is able to improve practice. In the light of the reducing availability of training locally, the childminder has sourced online training which she intends to take advantage of. She has worked had since her last inspection to answer the action and recommendation set. She now has an accurately kept register of children's attendance and parental consent for emergency medical treatment is now part of the initial paperwork completed. This demonstrates her continuing commitment to the provision of a high quality service. The childminder keeps regular accounts of children's learning experiences, enabling her to effectively monitor their development as they

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provision

progress towards the end of the foundation stage. The childminder has established strong links with the local school and pre-school. For example, she talks to teachers to find out about children's learning needs, enabling her to provide them with consistent learning experiences. She shares working practice and children's details with the early years settings and schools. Parents enjoy friendly relationships with the childminder, and comment that she offers a 'home from home' experience and saying their children enjoy the time they spend with her. The childminder keeps them well informed about children's activities, mainly through daily verbal feedback. She offers a flexible service, responding to parental requests, for example meeting specific dietary needs and offering helpful parenting support and advice.

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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 222119 Local authority Cambridgeshire Inspection number 871300 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 11

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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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