Childminder in Cambridgeshire

Inspection date

Previous inspection date 09/04/2014 Not Applicable

p.1

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

p.1

This provision is good

 Children make good progress in their learning and development as educational programmes cover the seven areas of learning and are tailored to individual stages of development. Parents are effectively involved in their children's learning.  The childminder has a good bond with the children she cares for. Children are learning the importance of a healthy diet and lifestyle through regular hand washing, nutritious food and opportunities for outside play.  Children are effectively safeguarded, as the childminder is knowledgeable about child protection procedures and risk assessments contribute to children's safety in the home.  The childminder's self-evaluation accurately identifies areas for improvement that will have an impact on the children she cares for.

p.1

It is not yet outstanding because

 Occasionally, the childminder does not allow enough time for children to form their own answers or misses opportunities to extend their critical thinking, through the use of effective questioning.  There is scope to further encourage young children's early mathematical development through informal counting and discussion of shapes.

p.1

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

p.2

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.

p.2

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.

p.2

Inspection activities

 The inspector observed activities in the childminder's house and talked with the childminder and children.

p.2

Inspection activities

 The inspector looked at children's observations and assessment records, evidence of suitability of household members and a range of other documentation, including the safeguarding procedures and risk assessments.  The inspector viewed the areas of the premises and garden used for childminding.  The inspector reviewed the childminder's self-evaluation document.  The inspector took into account the view of parents.

p.2

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 in St. Neots, Cambridgeshire with her husband and two children aged eight and two years. The whole of the house and the rear garden are used for childminding.

p.3

Information about the setting

The childminder attends a toddler group and activities at the local children's centre. She visits the local library and park on a regular basis. She collects children from the local school. There are currently five children on roll, one of whom is in the early years age group and attends for a variety of sessions. The childminder operates all year round, Monday to Thursday, 7am until 6.30pm and Friday 3pm until 6.30pm, except for bank holidays and family holidays. She is a member of Professional Association for Childcare and Early Years.

p.3

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

 extend opportunities for children to think critically, through the consistent use of effective questioning and by providing adequate time for them to respond

p.3

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

 enhance opportunities for younger children's early mathematical development through informal counting and discussion of shapes.

p.3

who attend

Children are happy and interested learners who are working within their expected range of development. Resources and activities are available across the seven areas of learning and are used well to support children's individual interests and stages of development. The childminder talks knowledgeably about the children she cares for, discussing their current interests and next stages of learning. She demonstrates a secure understanding of how to support children's development. For example, the childminder enthusiastically talks to children about what they are doing as they play, responding to their early attempts at language and providing extra vocabulary. She sensitively guides and supports children as they attempt to fit jigsaw puzzles pieces together, giving praise when they manage it. As a result, children's achievements are valued and the childminder supports their communication and language skills. Occasionally, she misses opportunities for informal

p.3

who attend

counting or discussions of shapes to further support young children's early mathematical development.

p.3

who attend

Children's starting points are collected through discussions with parents when they start, transition documentation from previous settings and the childminder's own early observations. The ongoing learning and development of children is captured through observations and records of progress. This regular observation and assessment of children is accurate and is used effectively to plan for their next stage of development. As a result, children are making good progress towards the early learning goals in readiness for school. The childminder provides daily feedback and discusses regularly with parents about children's progress. This helps to ensure parents are actively engaged in supporting their children's next stages of learning.

p.4

who attend

Children are supported by the childminder to follow their own interests and as a result, remain engaged in activities. For example, during a sticking activity, children take great pleasure in peeling stickers off the card they are making and sticking them on their clothes. The childminder supported this interest by talking with the child about what they were doing and where they wanted to put the stickers. This helped to ensure the child felt valued and free to experiment. However, the childminder sometimes misses opportunities to support children's critical thinking, through the use of appropriate questions and allowing enough time for children to formulate their answers. This means that children sometimes miss opportunities to find their own solutions and think critically during their play.

p.4

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

The childminder collects detailed information from parents before children start, so she has a clear understanding of their routines, abilities and preferences. Consequently, children quickly settle-in the childminder's home and demonstrate warm and caring relationships with her. They show confidence and security as they freely move around, selecting toys and resources, asking for support when needed. The childminder has a flexible and robust transition process, during which time, she gets to know the child and family. Ongoing discussions with parents means that routines are adapted to meet the changing needs of children as they grow and develop, ensuring continued, age- appropriate care is provided.

p.4

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

The childminder is a good role model, demonstrating care and support for the children she cares for. Children are learning about health and hygiene through activities and daily routines. For example, the childminder provides children with a healthy range of meals and snacks, such as fruit and rice cakes and plans to grow vegetables in the summer. This helps children to understand and value the importance of a healthy diet. Older children are encouraged to wash their hands before snack time and younger ones are supported to ensure affective cleaning takes place. The childminder gives clear messages about acceptable behaviour and intervenes appropriately, for example, supporting younger children to share resources. As a result, children of all ages are kind and caring towards each other, with older children actively supporting younger ones.

p.4

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

The childminder values outdoor play. On warmer days, children have free-flow access to a well-resourced garden and can be seen making good use of this additional space. This provides them with opportunities to develop physical skills, such as climbing and running, as well as learning about the natural environment. Children gain an understanding of risk as they explore the outdoor area. The childminder also makes good use of the local park and library. Children have opportunities to develop their social skills through outings to local toddler and activity groups.

p.4

provision

The childminder has a clear understanding of safeguarding procedures and how to keep children safe from harm. She has attended child protection training and keeps written procedures to follow in the event of concerns about a child's welfare. The childminder has risk assessments in place and safety features, such as stair gates and cupboard locks. Members of the household are vetted suitably and the childminder has a current first aid certificate. As a result, children are cared for in a safe and secure environment.

p.5

provision

The childminder demonstrates a strong drive to develop her practice. For example, she makes good use of support provided by more experienced childminders at the local childminding group. She reads articles in professional magazines to help improve her practice. The childminder regularly monitors and tracks children's progress and puts into place her new learning to further support them. As a result, children are making good progress towards the early learning goals. The childminder has in place accurate and effective self-evaluation of her practice. Areas identified for improvement are tailored to developing the learning environment for children in her care. For example, making picture and word labels for each toy box and the continued development of children's learning records.

p.5

provision

The childminder has good communication with parents and carers around children's care and learning and strong partnerships have been established. During the transition process, she shares policies and procedures and talks about how she supports children's learning and development. 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 progress their children are making. She ensures parents know about their children's day and the activities they have engaged in through verbal feedback and a daily diary. This ensures children are fully supported in all stages of learning.

p.5

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

p.5

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

p.6

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.

p.6

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.

p.7

Setting details

Unique reference number EY467026 Local authority Cambridgeshire Inspection number 940691 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 5

p.7

Name of provider

Date of previous inspection not applicable

p.7

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.

p.7

Type of provision

For the purposes of this inspection the following definitions apply:

p.7

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.

p.7

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.

p.7

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.

p.8

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,

p.8

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’.

p.9

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.9