Childminder in Cambridgeshire

Inspection date

Previous inspection date 03/06/2014 02/11/2009

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early years provision

This inspection: 2 Previous inspection: 3 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 has effective methods to identify children's abilities and interests and uses the information well to plan for their future learning. As a result, children make good progress towards the early learning goals.  The childminder keeps children safe through conscientious risk assessments and her secure understanding of current safeguarding procedures.  The childminder has a strong commitment to ongoing professional development to strengthen her knowledge and teaching skills. This enables her to effectively support children's learning and development.  The childminder has positive, supportive partnerships with parents that enable her to meet children's individual needs well.

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It is not yet outstanding because

 Occasionally, the childminder does not give children enough time to answer questions, and sometimes pre-empts them. As a result, children's already good opportunities to think creatively and critically are not maximised.  Children occasionally do not take a full and active part in the planning and creation of their activities to further extend their independence and problem solving skills.

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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 observed children at play indoors and outside.

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Inspection activities

 The inspector looked at a range of documentation, including suitability checks, qualifications, policies and procedures, the childminder's self-evaluation and children's information.  The inspector spoke with the childminder at convenient times during the inspection.

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Inspection activities

 The views of parents were taken into account through testimonials and thank-you letters.

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Information about the setting

The childminder was registered in 2006 and lives in Doddington, Cambridgeshire with her husband and three children aged 17, 15 and 13 years. She is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. There are currently six children on roll. Of these, two are in the early years age range. The family has two dogs, two cats and a guinea pig as pets. Minded children use the ground floor of the home and there is an enclosed garden for outdoor play. The childminder lives within walking distance of activity groups, parks, shops and a primary school and offers her childminding service all year round. She is a member of the Professional Association for Childcare and Early Years and holds a childcare qualification at level 3.

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

 enrich children's creative and critical thinking skills even further by enabling them to answer questions with more than one possible answer, giving them time to think about and formulate their responses

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

 enhance children's independence and problem solving skills by increasing still further their opportunities to be involved in the planning and creation of their activities.

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who attend

The childminder works hard to increase her knowledge of child development. As a result, she has a thorough understanding of how children learn and shows good teaching skills. Children make good progress towards the early learning goals and acquire the skills they need for school. The childminder supports children's learning well. She provides a broad range of resources and ensures activities are varied so that children are challenged and interested. Children have ample time to lead their own play and benefit from a well- planned range of more focused activities, such as arts and crafts. The childminder and the children talk together about the activities and the childminder comments on what they are doing and why to promote children's thinking. Occasionally, the commentary is slightly less effective. This is because the childminder does not always remember to ask questions with multiple answers and sometimes answers the questions herself. As a result, children's

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who attend

critical and creative thinking skills are not thoroughly maximised. Conversations and story times effectively promote children's communication and language. They sing songs and play word games to help them extend their vocabulary. Drawing and writing materials are easily accessible so that children benefit from lots of early writing practice. The childminder encourages children to write for themselves and provides labels and posters so children understand that writing has purpose. Consequently, they are well prepared for school. Children routinely use equipment, such as, mechanical drawing toys, play telephones and role play kitchen equipment. This helps their understanding of modern technology, which supports their future learning.

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who attend

Children have confidence in their own abilities because the childminder provides praise and encouragement. She recognises their success in completing more difficult jigsaw puzzles independently and supports their first attempts at golf in the garden. Consequently, children tackle new challenges with confidence, giving them a positive attitude towards their future learning. Children benefit from a broad range of sensory experiences that enable them to explore media and materials. For example, they test out the texture of moon dough, and find it makes a good substitute for sand, to make castles. During this activity the childminder uses her questioning skills well, asking children to think about how it feels, and how it compares to sand. The childminder does not always make the most of opportunities to enhance children's independence and problem solving skills. For example, she does not always involve them in the planning and preparation of

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who attend

activities, such as making the moon dough.

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who attend

The childminder knows each child's learning needs well and keeps careful records of their development. For example, she extends a child's interest in numbers through a range of well-planned and documented activities, enabling her to closely track their progress. She completes regular assessments to ensure children develop as they should, including a progress check when children are aged between two and three years. Parents are fully involved in their children's learning through the detailed daily diaries and ongoing conversations with the childminder. They receive information about planned activities and have suggestions for extension activities at home. This supports children's learning at home and in the setting very well.

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

Children play confidently in the care of the childminder and have strong attachments to her. They know where the resources are stored, and help themselves freely, enhancing their own learning experiences. The childminder works closely with parents to introduce children into the setting. She offers flexible visits and collects plenty of information about the children so she meets their needs from the outset. All this helps to ensure children's transitions go smoothly. The childminder gives children confidence to look forward to the next stage of their learning. For example, she talks to them about their new school or pre- school so they know what to expect. The childminder understands the importance of being a positive role model. She is calm and patient with the children and talks to them about appropriate behaviour. She works closely with parents to ensure strategies used are consistent and children know what to expect. Consequently, children learn to be social and

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

play together, which supports them well as they prepare for school.

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

The childminder organises the children's play spaces well. She ensures resources are labelled so children find what they need easily and develop their independence. The garden is always available and provides children with ample space for active games and exercise. The childminder is developing her outdoor area to enhance children's learning experiences. For instance, she has recently implemented a mud kitchen. This gives children good opportunities to have fun exploring their senses using natural materials. Children go for daily walks and exercise their muscles on larger equipment at the park to effectively support their physical development. They look at nature and grow vegetable plants in the garden so they find out where their food comes from.

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

Children benefit from nutritious meals and snacks mostly prepared by the childminder. Water is always available and the childminder reminds children to drink often to promote their good health. Children learn about healthy meal choices through discussion with the childminder and food related activities, such as tasting different fruits. All of this supports their healthy growth and physical well-being. The childminder teaches children to keep themselves safe by giving them practical examples. They practise the fire drill and develop their understanding of the risks when out walking. All of which supports their independence and readiness for school.

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provision

The childminder has a clear understanding of her responsibilities to keep children safe. She conducts rigorous risk assessments of her home and garden and keeps the premises secure. Children are thoroughly supervised as they play to ensure their safety. Child protection is given a high priority and the childminder attends refresher courses regularly to update her knowledge. As a result, she has a secure knowledge of the safeguarding procedures that help to protect children and ensure their safety. The childminder renews her first aid training so she is able to provide children with appropriate treatment in the event of accidents. A range of detailed policies and procedures underpin her business and keep parents well informed about the provision. All documentation is well kept and easily available, which further supports the childminder to promote children's health and safety.

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provision

The childminder makes regular assessments of children's achievements to monitor the progress they make. She shares these regularly with parents and asks for their views. As a result, she ensures all children's development is on track towards the early learning goals. The childminder has a strong commitment towards her own professional development. Since the last inspection she has completed a diploma in childcare and has attended many other childcare courses. She uses the information gained well, to enhance her teaching skills. For example, she has developed the use of treasure baskets to increase younger children's sensory experiences. She evaluates her childminding provision continuously by talking to parents and children about the quality of her service. The childminder seeks the advice of other childminders in her local childminding network and works closely with her local authority childminding development officer. This helps her to develop clear plans for

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provision

improvement and shows her drive to enhance the outcomes for children.

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provision

Parents indicate they are happy to recommend her childminding service to others. They say their children are happy in the setting, and feel part of the childminder's family. The childminder keeps them thoroughly informed about their children through daily diaries and regular conversations. Good partnerships with other local settings and the primary school enable the childminder to prepare children for the next stage of their education and effectively support continuity of care and learning.

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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 EY321118 Local authority Cambridgeshire Inspection number 820536 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

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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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