Childminder in Cambridgeshire

Inspection date

Previous inspection date 08/05/2014 12/04/2011

p.1

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

p.1

This provision is good

 Partnerships with parents are strong. The childminder and her assistant communicate daily with parents to keep them aware of their children's care and achievements, involving them in their children's learning. This shared approach supports children's needs well.  Children make good progress in their learning and development as educational programmes cover the seven areas of learning and the childminder tailors her teaching to reflect individual stages of development.  The childminder has good procedures in place to support her assistant through regular supervisions and appraisals. This helps the assistant to have a good understanding of how to teach children through play. As a result, children develop skills that they require for the next stage in their learning.  The childminder knows how to successfully safeguard the children in her care. She makes sure that she considers the risks in her premises and minimises these, which

p.1

This provision is good

ensures that children are able to use all accessible areas safely as they play.

p.1

It is not yet outstanding because

 The move between activities is not always successfully managed to provide children with consistent learning experiences during transitions.

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 children taking part in activities in the indoor and outdoor areas.

p.2

Inspection activities

 The inspector held a wide range of discussions with the childminder and her assistant and interacted with children.

p.2

Inspection activities

 The inspector took account of the views of parents by viewing feedback on recent parent questionnaires.  The inspector undertook a joint observation of an activity with the childminder.

p.2

Inspection activities

 The inspector looked through a range of relevant documentation including the childminder's policies, procedures and records kept on children.

p.2

Inspection activities

 The inspector checked evidence of the childminder and her assistant's suitability and viewed the childminder's self-evaluation form.

p.2

Information about the setting

The childminder was registered in 2010 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children aged one and five years in a bungalow in Chatteris, near Ely, Cambridgeshire. The whole of the premises and the rear garden is used for childminding. The family has fish as pets. The childminder works with an assistant. She attends a toddler group and activities at the local children's centre and visits the shops, park, woodlands and library on a regular basis. She collects children from the local schools and pre-schools. There are currently 10 children on roll, eight of whom are in the early years age group and 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.

p.3

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

 review the organisation of the transitions between activities to provide children with consistent opportunities to maximise their learning.

p.3

who attend

The childminder has a very good understanding of how children learn and the quality of her teaching is consistently good. Children are happy and interested learners who are working comfortably within their expected range of development. The childminder provides carefully thought out activities across the seven areas of learning and adapts these to reflect children's individual interests and stages of development. She talks knowledgeably about the children that she cares for, discussing confidently their current interests and next stages of learning. Children are strong communicators, as the childminder and her assistant communicate to children enthusiastically and use open- ended questions to encourage them to develop their critical thinking skills. Consequently, all children move to the next stage in their communication and language development quickly. The childminder demonstrates a secure understanding of how to support

p.3

who attend

children's development through her interesting and challenging activities. For example, children sustained attention for a very long time with a 'builder's site' activity that she carefully planned around children's interests and next steps. During this activity, the childminder introduced new words, such as skyscraper, which the children repeated and then carefully built their own buildings using the blocks, diggers and sand. The childminder encourages children's mathematical development very well by using mathematical language and asking the children to count how tall their tower is. Consequently, children make good progress in their mathematical development. The childminder provides high levels of praise for children's achievements and rewards them with 'special certificates' as they make good progress. This inspires children to become keen to learn. Children quickly learn to share and take turns as the childminder

p.3

who attend

and co-childminder gently encourage children to learn and play together. The childminder makes good use of her local community to enhance children's learning experiences and develop their social skills. For example, children visit the local library, children's centre and toddler groups. As a result, children are acquiring good personal, social and emotional skills, while developing an understanding of the wider world. The childminder understands that children learn best through play and first-hand experiences and she encourages children to manage age-appropriate tasks themselves. For example, children are encouraged to independently put on and remove their own shoes and coats as they move between the indoor and outdoor areas. This is a skill that helps prepare children with the skills needed for their future learning and school.

p.4

who attend

The childminder gains information on children's starting points through discussions with parents and an 'All about me' pack when children start attending her setting. She also gains any previous documentation from previous settings and uses her own early observations to establish where children are when they start. These starting points are then used to identify the childminder can support children learning further and track their progress. The childminder works very closely with her assistant who contributes to the observation and assessment cycle and together they ensure that their teaching and practice is consistent to support children's learning through their well-established key person system. The ongoing learning and development of children is captured through observations, assessments and records of progress. These are accurate and used effectively to plan for children's next stage of development. As a result, children make

p.4

who attend

good progress towards the early learning goals in readiness for school. The childminder provides daily feedback and talks to parents regularly about their children's progress. She records in daily diaries about activities that they have enjoyed and children's new achievements. This helps to ensure parents are actively engaged in supporting their children's next stages of learning.

p.4

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

Children enjoy warm relationships with the childminder and the assistant. They offer a homely environment, which children move around with confidence. The childminder provides a wide range of activities and resources and ensures that these are freely accessible for children. Since last inspection, she has developed a 'toy catalogue' with photographs of her resources for children to independently select what they would like to do. This provides children with the confidence to initiate their own activities and make their own decisions. Children behave positively and show respect towards one another, which prepares them emotionally well for the next stage in their learning. The childminder uses a good range of books with children to encourage them to think about how to manage and express their own feelings. She promotes positive behaviour with her assistant as they role model their good relationships with each other and the children. The

p.4

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

childminder has positive house rules, which she and her assistant implement consistently and share with parents to support them in managing their children's behaviour at home. Children are encouraged to help to tidy away the toys with specific tasks that the childminder gives them. Once complete children are then praised for their specific tasks, which helps them to develop a strong sense of self-esteem.

p.4

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

The childminder has a very calm and consistent manner. Children develop very warm and caring relationships with the childminder, which promotes their emotional well-being. Her home is very welcoming and children are clearly comfortable and at ease, which helps them to feel safe and secure. The childminder is clear about the importance of developing secure attachments and supporting children's smooth transitions from home. She talks to parents about children's routines and individual needs to ensure that these are met and has good procedures in place to help new children settle. The key person system is well embedded and when children start they are assigned either the childminder or her assistant as their key person who support them in settling and developing secure attachments. The childminder uses children's wishes to structure her routine throughout the day and both her and the assistant know the children well. They respond to signs that

p.5

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

younger children are tired, such as rubbing their eyes and give them the opportunity to sleep if they wish to do so. Children are kept safe in the childminder's care through her thorough risk assessments and are taught about their own safety. They enjoy regular outings with the childminder and she teaches children about road safety as they learn to 'stop, look and listen' before crossing the road. This helps children to develop an understanding of their own safety.

p.5

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

The childminder provides healthy and balanced meals for children in her care. A variety of fresh fruit and vegetable are provided for children at snack times. Children independently select what fruit they would like at the 'snack bar' and the childminder and her assistant communicate to the children about their choices and the importance of eating healthily. Children are learning about the need for good hygiene practices as they wash their hands before touching food and after visiting the toilet. The childminder ensures that all children are provided with daily opportunities for fresh air and takes them outside to explore all weathers. She ensures that secure outdoor area is carefully risk assessed before use and provides a variety of activities for children to explore outdoors. Children enjoy moving in the rain and splashing in puddles and the childminder encourages their physical exercise as they use wheeled toys to negotiate routes through and around them. However,

p.5

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

sometimes the transitions between activities in the indoor and outdoor area can result in missed learning opportunities, which can occasionally provide children with lengthy waiting times.

p.5

provision

The childminder has a good understanding of the safeguarding and welfare requirements and meets them well. She has a good range of written policies, which she shares with parents when their children start and when policies are reviewed and updated. This ensures that parents are clear about her responsibilities and how her provision operates. She reviews her policies with her assistant and they reflect on practice and any changes or developments in early years to make sure these are current and accurate. The childminder has a clear policy on safeguarding children and uses this to underpin her practice. Both the childminder and the assistant have a good understanding of the procedure to follow should they have any concerns about a child in their care. The childminder displays a flow chart detailing what to do in case of an allegation of abuse, which ensures that both the childminder and the assistant have information to hand should they need it. They are both

p.5

provision

very aware of the procedure to follow and know what to do to respond to concerns appropriately and swiftly to keep children safe. The childminder holds regular discussions with the assistant and together they regularly reflect and review safeguarding, their practice and children's progress, ensuring that accountability is understood and any concerns are raised and addressed. The childminder carried out a thorough induction with the assistant when they began working together and reviews her assistant's performance through regular appraisals, which helps to ensure that they have a shared, consistent approach.

p.6

provision

The childminder has a very good understanding of the learning and development requirements, which includes routinely observing children and being aware of their current stage of development and identifying their next steps. The childminder and her assistant regularly evaluate planning and review to ensure that the activities provided are exciting and challenging for children of all age ranges, reflecting their current interests and next steps. Children's good progress is closely tracked and monitored through regular 'trackers' to ensure that they progress well in their learning and development and provides a guide for the childminder's future teaching. The childminder has developed effective procedures to evaluate her provision. She completed an accurate self-evaluation with her assistant, reflecting on their practice, taking account of children's views within the setting. The childminder has attended several short courses to develop her knowledge and has

p.6

provision

identified how to improve her practice and uses this successfully to benefit children experiences at her setting. She has enrolled to begin her level 3 qualification over the summer to develop her good understanding of how children learn even further.

p.6

provision

The childminder has good relationships with other settings and schools. Where children also attend other settings, she uses a communication book to provide a regular two-way communication flow with children's key person at other settings to ensure a shared approach to children's teaching and care. The childminder works closely with schools and finds out key activities at school to support older children in the learning, for example, reading key words to help them progress in their literacy development. She has good relationships with the local children's centre and attends regular groups to gain ideas, advice and support to help ensure that she provides the children with high quality experiences. The childminder works in partnership with parents to ensure that they are fully involved in their children's learning and are aware of their children's achievements. She sends them regular questionnaires and communicates with them regularly to evaluate

p.6

provision

her practice. Parents speak highly of the childminder and say they 'couldn't be any happier with the excellent service' and their children are 'happy, safe and well cared for'. Parents comment that children 'settled quickly and comfortably with the various fun activities'. The childminder's good understanding of partnership working helps to ensure that children receive consistent approaches to their care and learning.

p.6

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.6

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.8

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.8

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.9

Setting details

Unique reference number EY416142 Local authority Cambridgeshire Inspection number 920110 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 10 Number of children on roll 10

p.9

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.9

Type of provision

For the purposes of this inspection the following definitions apply:

p.9

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.9

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.9

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.10

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.10

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.11

Type of provision

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

p.11