Childminder in Peterborough

Inspection date

Previous inspection date 28/03/2014 12/01/2010

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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 leads and manages her service very well. She adopts a very responsible approach to safeguarding children, is proactive about updating her training and is vigilant about their safety and well-being at all times.  The childminder takes good account of children's interests, planning stimulating activities to help them learn. Consequently, children make good progress in their learning and development.  Children with special educational needs and/or disabilities benefit from strong support due to clear, professional links with other partners, specialist agencies and parents.  The childminder develops warm, trusting relationships with children, who feel safe and happy in her care. Partnerships with parents are strong, with effective two-way communication to promote children's emotional well-being and learning.  Children's good health is promoted effectively as the childminder offers nutritious,

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This provision is good

balanced meals and snacks, and teaches them about eating responsibly and developing skills to enable them to lead a healthy lifestyle.

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It is not yet outstanding because

 The childminder does not always allow children the space and time to think and formulate their own responses, lessening the value of two-way communications.

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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 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 2009 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner and three children aged 12, eight and three years in the village of Eye, near Peterborough, Cambridgeshire. The whole of the ground floor is used for childminding and one bedroom upstairs is used for children to sleep in. There is a stepped entrance and an enclosed garden for children's outdoor play. The family has a pet cat. 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 and takes children to and from the local school and pre-school. The childminder offers care Monday to Friday from 7am to 6pm, all year round, with the exception of Bank Holidays and family holidays. Children attend for a variety of sessions. The childminder supports children with special educational needs

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Information about the setting

and/or disabilities. There are currently six children on roll, one of whom is in the early years age range. The childminder receives support from the local authority.

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

 extend the effectiveness of teaching by listening perceptively to children and offering them time and space to formulate their own answers, in order to develop their independent speech and confidence.

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who attend

The childminder makes good use of her capable teaching skills to offer children breadth and depth in the educational programme offered. She links children's interests to the activities and engages well with them in their play and learning. Young children lead their own play and the childminder ensures resources are varied to retain their enthusiasm and encourage them to explore. She makes comprehensive, accurate observations of what children enjoy and can do, and uses these highly effectively to monitor their progress. Therefore, children make very good progress in their learning and development. The childminder gathers detailed information from parents about children's interests and abilities before they begin attending. This means she is able to plan for their initial steps in their learning. She communicates very effectively with children's parents through daily two-way conversations and use of a daily communication diary and 'my weekly activities'

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who attend

book. Through these well-considered measures, parents are kept abreast of their children's learning and development and share information about children's learning at home. They also play an active role in the assessments of children's learning that the childminder carries out, including the progress check at age two. This is firmly embedded within practice and completed in time to inform the health visitor check. The childminder invites parents to a parents' evening, during which the comprehensive report is discussed and their perspective gained. Parents also regularly see their children's informative learning journals and art folders, which they contribute to. Through such measures, the childminder capably extends support for children's learning at home.

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who attend

Children's natural curiosity is fostered effectively as the childminder plans to meet their individual interests. For example, an activity is planned in which a child's favourite story is re-enacted using three teddies and bowls and spoons of differing sizes. Construction bricks are available to build the bears' chairs and a Spanish doll is provided, along with blankets to create their beds. The child's imaginative play is encouraged as the bears join him for snack time with their own bowls and spoons, also introducing him to them before activity begins. Each Monday the childminder purchases a selection of comics reflecting children's current favourite characters and they have fun together collecting the stickers. Children concentrate well as they try and place the stickers in the correct place. The childminder uses this opportunity to help them learn about numbers as they try hard to position the

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who attend

sticker in the correctly numbered space. Children easily access paints, collage materials and colouring pencils to create their cards for Mother's Day and create rangoli patterns during Diwali. The childminder sits with children as they complete puzzles, searching for the matching pieces, and offers her ideas to extend the activities. She does not, however, always give children enough time to think about their own solutions, and occasionally pre- empts them by providing them with answers. This means they are not always fully supported to find their own solutions or to think creatively about their own responses.

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who attend

The childminder offers children with special educational needs and/or disabilities a proactive response to their individual needs. She works closely with their parents and other professionals to ensure they make good progress in their learning, given their initial starting points. Children explore the home confidently to seek out their own enjoyable activities. For example, they find a favourite book to look at, placing their hand inside the rabbit puppet they find inside the front cover. The childminder talks to them about aspects of the story and they recall favourite parts together. Children enjoy stories and singing daily, enjoying being a 'sleeping bunny' or singing about monkeys. A wide selection of construction toys, puzzles and colour sorting opportunities help children to develop their mathematics and building skills. The childminder encourages children's communication through two-way conversations. For example, they talk together about a family trip a child

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who attend

went on to the seaside and discuss what else can be found in the water. The child learns new words, such as 'octopus', as they listen to the childminder. Consequently, children's develop skills in listening and speaking, which builds their confidence in readiness for the next stage of their learning.

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

Children settle easily into the childminder's home and quickly become confident learners. The childminder encourages parents to discuss settling-in arrangements, and the number of visits are individualised to suit each child's specific requirements. This helps to ensure that children make a smooth transition from their parents' care into the childminder's home. As a result, children are secure, relaxed and play happily. The childminder works in partnership with parents to find out about children's health and dietary needs, and keeps them appropriately informed about any accidents. Children behave well due to consistent boundaries and the positive encouragement the childminder offers. They help decide the house rules and refer to them in their play as they point to them on the wall. The childminder organises her home and resources increasingly well, to enable children to access them independently and follow their own interests. They are involved in decision

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

making about planned activities and easily access a broad range of age-appropriate resources. As a result, children become self-reliant, autonomous learners, 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

Children learn about healthy eating as the childminder gives careful thought to their developing knowledge and understanding in this respect. She provides healthy, nutritious snacks and meals and teaches children about portion control. The childminder talks to parents about meeting any particular dietary needs. Children learn about healthy eating through lively discussions and enjoy related activities, such as growing herbs and planting tomato seeds, which they water and watch turn into plants. They learn about nature and the food cycle, and during this time develop a good understanding of the foods that are good for them. All children benefit from time spent in the fresh air and exercise daily. They use a variety of age- and stage-appropriate equipment and resources in the garden, and regularly visit local parks and indoor play facilities. This ensures they benefit from the use of a wide range of equipment which offers them differing levels of challenge. As a

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

result, they learn about how to live a healthy lifestyle and become physically stronger. The childminder helps children learn to keep themselves safe in meaningful ways. For example, as she and they complete a project on how to walk safely to school. The children all contribute ideas, which are added to the poster they create, and this is displayed on the wall for them to refer to. Through activities such as this, which are relevant to children, they develop a keen awareness of personal and collective safety.

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provision

The childminder has a very clear understanding of safeguarding and implements carefully considered procedures that keep children safe from harm. She has attended child protection training and recently undertook update training for safeguarding. This ensures she is clear about the steps to follow in the event of any concerns about a child's welfare. Children play in a safe, clean home because the childminder is conscientious about assessing risks. She is vigilant about children's whereabouts, ensuring they are always within her sight and hearing so they are well supervised. She makes thorough daily checks of her garden and ensures play equipment is safe and of good quality. In addition, the childminder understands how many children she can care for as set out in the requirements of the Early Years Foundation Stage. As a result, children's safety is very well promoted. The childminder has all necessary underpinning documentation in place to

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provision

meet the legal requirements and a great deal of supplementary information. She is very well organised and keeps her records conscientiously, which enables her to effectively support children's care and learning.

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provision

The childminder makes good use of self-reflective practice and has completed an accurate and comprehensive self-evaluation form. She takes account of children's views by talking to them, and routinely seeks the views of parents. The childminder is focussed on improving her practice still further and is proactive about continuous professional development. She is currently studying for a professional qualification at level 3 and is clear about her future training needs. This demonstrates her commitment to the provision of the highest level of care and learning. To support children in their learning, she has sought information about teaching children with special educational needs and/or disabilities, and works closely with the school to promote early reading skills. This means all children benefit from individualised teaching and learning and make rapid progress. The childminder keeps comprehensive records of children's learning, enabling her to accurately

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provision

evaluate their development as they progress towards the end of the foundation stage.

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provision

The childminder has established strong links with the local school, pre-school and other early years settings children attend. For example, she talks to teachers and key persons to find out about children's learning needs, enabling her to provide consistency for children. Parental comments are positive, indicating their high levels of satisfaction with the service the childminder offers. For example, they say she provides a 'warm, friendly, homely atmosphere' and 'is passionate about caring for children'. They like her professional and compassionate approach, and one parent sums it up by saying 'I really could not have asked for a better person to leave my children with'. The childminder keeps parents very well informed about children's activities, both through newsletters she sends out regularly, their daily communication books, emails and daily verbal feedback. She is responsive to parents' wishes, and supportive of families in whatever way she can be, aiming to offer

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provision

children a positive early years experience.

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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 EY385970 Local authority Peterborough Inspection number 965847 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 6

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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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