Childminder in Cambridgeshire

Inspection date

Previous inspection date 07/04/2014 19/09/2011

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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 good use of resources and the positive role modelling of the childminder effectively supports children's good progress in their learning and development overall.  The well-being of the children is developed well by the childminder. This is because she works in partnership with their parents and other adults involved in their lives. This helps her to understand what interests each child. The childminder then plans activities which are pitched to enhance children's confidence, participation and ultimately their self-esteem.  The childminder is committed to her continuing professional development. She reflects on and monitors the service she provides, in order to make sure that she meets the learning and safeguarding needs of each child in her care.

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It is not yet outstanding because

 There is scope to enhance children's knowledge of the wider world through further exploration of nature and the outdoor environment.  There is room to enrich opportunities for children to learn from each other by helping them to reflect more on their differing backgrounds and customs.

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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 provider and children at appropriate times throughout the inspection and reviewed e-mails from parents currently using the childminder's service.  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 safeguarding records.

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Inspection activities

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

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Information about the setting

The childminder was registered in 2006 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 13 and seven years, in Oakington, Cambridgeshire. The whole of the ground floor of the childminder's house is used for childminding and there are two first floor bedrooms for children who require undisturbed rest. Children have access to the fully enclosed garden for outdoor play. The family has a cat, three guinea pigs and a snake as pets. The childminder provides care from 8am until 6pm, all year round, with the exception of public and family holidays. There are currently seven children on roll; four of whom are in the early years age group and attend for a variety of sessions. The childminder is able to take children to, and collect them from local schools and pre- schools. She holds a qualification in childcare at level 3.

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

 extend ways in which children can explore further their diverse backgrounds and home cultures and learn about similarities and differences

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

 enhance further the outside learning environment for children, enriching opportunities for them to investigate natural features or organise their outdoor play equipment to support their different interests and imaginary play.

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who attend

Prior to the children's placement the childminder spends time with parents to establish the age, ability and starting point of each child. This information, together with consideration about their individual interests, helps the childminder to organise and arrange her home with toys and resources which will attract the children's curiosity and participation. This, in turn, helps them to settle with the least possible fuss or upset. The childminder has a good knowledge and understanding about how young children learn through play and investigation. Time is taken to make and record purposeful observations of each child as they play and make progress across the prime and specific areas of learning. The observations are then evaluated by the childminder to determine the age bands children are working and achieving in. Once this is established, the childminder identifies children's next steps for learning. In addition, her assessments of children's progress also enable the

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who attend

childminder to identify if there are any gaps in expected learning, which need to be targeted and addressed. If this is the case, the childminder provides one-to-one support in a particular area in order to close these identified gaps in learning. Where this cannot be met solely by the childminder, she is proactive in seeking support from other early years professionals, with parental agreement. This is to make sure that pertinent support strategies are in place as early as possible, so that gaps in learning, wherever possible, are closed or minimised. These approaches make certain that all children are fully supported in establishing the early cognitive, verbal and physical skills they need in order to support later learning and their move on to pre-school or school.

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who attend

The childminder joins in play perceptively, fitting in with the children's ideas and providing them with uninterrupted time to play and discover things for themselves. Additional props and resources clearly help to extend their imagination and creativity. All children in the childminder's home currently speak English as their first language. However, not all are English and there is room to enrich their learning opportunities about similarities and differences, for example, by further reflecting on and celebrating their diverse backgrounds and home cultures. The childminder values children's enquiries and encourages them to find answers independently. These opportunities help to boost their confidence as they discover answers for themselves. Children's communication and language development is fostered very well through purposeful conversations and open- ended questioning. For example, children talk about the playroom being built in the

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who attend

childminder's garden. They explain that it will not grow like a plant, but it will be built like a jigsaw. While interacting in conversations, children use expressive actions and gestures to help get their meaning across. They competently demonstrate their growing understanding about how to interact in a conversation, taking turns to speak with each other and then listen to what the other person has to say, thinking about this before taking their turn again and responding. The children enjoy playing and exploring both inside and outside. However, outdoor play opportunities are less well developed and there is scope for the childminder to further enhance these to encourage children's imaginary and exploratory play.

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who attend

Parents are strongly encouraged to share information with the childminder about the learning and achievements enjoyed by their children at home, or in other homes. This further supports the childminder in identifying a more comprehensive picture of their ongoing learning needs, in relation to what they know and can do. This information is added to her observations and together, parents and the childminder are able to make sure that children's individual learning needs continue to be met effectively.

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

The childminder talks with parents and carers so that the individual care and emotional needs of the children in her home are addressed. As a result, the children move between their homes and the childminder's with confidence. Their self-esteem is high because they are well settled and feel at home with the childminder, her family and each other. Children clearly feel safe and secure. They move around the childminder's home freely, making their own decisions about what they want to play with or investigate. Children laugh and have fun together as they sing songs. The provision of child-height storage means that the children are able to extend this learning, for example, as they access props, such as plastic ducks and blue scarves, which help to bring their swimming duck song to life. The attention shown by the childminder and good organisation of her home supports the children to develop their self-help skills very well. As the childminder instils their personal,

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

social and emotional development, each child acquires the initial skills and confidence they need for moves between their home and the childminder's home, along with later enrolment into pre-school or school.

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

The childminder is diligent in supporting children to develop their understanding about dealing with personal hygiene. Children learn through the regular routines and purposeful discussions with the childminder. They understand that they need to wash their hands at pertinent times and that they use separate towels in order to prevent the spread of infection. They are fully supported and encouraged to develop their understanding about healthy eating. Children talk with the childminder about the types of food which are good for them, as well as those they enjoy as occasional treats. This helps them to establish an understanding about healthy eating from an early age. Information about children's religious, dietary and medical needs is obtained prior to placement. This is then used by the childminder to make sure that those needs are met whenever the children are in her care. The childminder encourages the parents to support her healthy eating programme

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

when they provide their own child's packed lunches. Regular trips are planned for the children, for example, they enjoy regular visits to the local library and soft play activity centre. To make the most of these first-hand learning experiences the childminder and children use public transport. This provides valuable, additional learning opportunities as they become familiar with how to move around the local area. These weekly outings also enable the children to develop their social skills, as they interact with other children and adults under the watchful eye of the childminder. The children are able to use additional equipment and larger apparatus than is possible within the childminder's own home. This means that they can build further on their existing physical skills and establish a good foundation with regard to leading healthy lifestyles.

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

The safety of children is the overriding concern of the childminder. Time is taken to risk assess all child-accessible areas within her home and garden. In addition, thorough assessments are also made prior to any trips both locally, such as to the school or pre- school, or further afield, for instance on trips to the library or garden centre. This makes sure, that as far as reasonably possible, the children are protected from potential hazards both within the childminder's home and while out and about. The childminder's home is kept secure at all times. This means that the children are unable to leave unescorted and also prevents intruders from gaining access. The childminder acts as a good role model and through her actions and gentle reminders the children learn about fair boundaries. They develop their understanding about right and wrong, for example, being kind to each other, sharing toys and not snatching objects from others. Their good behaviour and

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

developing understanding about what is acceptable and what is not also helps to keep them safe as unnecessary accidents are avoided. The childminder's consistent approach with regards to behaviour management impacts positively on the children. Behaviour is good. The organisation of the childminder's home is good and children have access to a wealth of toys and resources which enables them to explore across all areas of learning.

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provision

The childminder has a clear knowledge about the importance of keeping children safe from harm. She clearly understands how to make a referral to social services if she has a concern about a child in her care. Regular safeguarding training helps to make sure that the childminder's knowledge remains current. In addition, she updates her paediatric first aid training regularly and this helps her to provide appropriate care to children in the event of an accident or an emergency. The childminder understands about the importance of Disclosure and Barring Service checks and never leaves children unsupervised with visitors or adults who have not had the necessary checks. The childminder supervises the children well, making sure that they are always within sight or hearing. Risk assessments are undertaken of all child-accessible areas. This means that the children in her home are protected from potential hazards. The childminder keeps her home and garden secure,

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provision

enabling the children to play and learn in safety.

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provision

The childminder monitors her practice and the progress being made by the children. This helps to make sure that they continue to achieve and embed new skills across all areas of learning. Attention to continuing her professional development means that her practice and interaction with the children and their parents remains relevant and up to date. Since her last inspection the childminder has taken the time to reflect and build positively on the service she provides. She networks with another childminder and together, they undertake relevant training in order to enhance their teaching practice and the service provided for parents and carers. The childminder has been active in addressing areas for development highlighted at her last inspection. This has helped her to improve the service she offers in relation to assessing the progress children make in her care. The childminder is committed to continuous improvement. For example, she has identified the need for additional space

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provision

within her home and, as a result, she is building an extra playroom within her garden. As well as developing space and day-to-day practice, the childminder talks with parents and children. This enables her to understand their changing needs and adapt where necessary in order that she continues to meet user needs effectively.

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provision

There are good measures in place to support the care and learning of those children attending more than one setting. This makes certain that the childminder is able to support and build on the learning that children similarly enjoy elsewhere. Partnerships with parents are good. Open communications enable all parties concerned to make the most of shared knowledge to enhance opportunities for children, helping them to make good progress during their formative years. Parents report that they are very happy with the service and more importantly so are their children. They would happily recommend her services to other families.

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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 EY318149 Local authority Cambridgeshire Inspection number 967789 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 7

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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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