Childminder in Cambridgeshire

Inspection date

Previous inspection date 04/06/2014 09/12/2009

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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

 Children are lively and curious learners. They participate in a varied range of motivating learning experiences, which are planned well to reflect their interests and promote good progress. This helps them to embed the skills they need for future learning.  The childminder is alert to children's well-being. She has robust procedures in place to keep children safe, this includes maintaining a safe and secure environment.  The childminder is considerate and focused on the needs of children. She provides them with positive reassurance and praise. As a result, they develop a confident relationship with her and make good progress in their personal, social and emotional development.  The childminder takes time to reflect on the service she provides. This supports her in identifying how she meets the learning and safeguarding needs of each child and the care requirements of their parents. Consideration to addressing areas for development

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This provision is good

means that the childminder continues to adjust and positively evolve her service.

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It is not yet outstanding because

 Partnership working with parents is not fully effective in promoting shared home learning, in order to extend children's learning further.  There is scope to strengthen opportunities for children to expand their knowledge and understanding of natural materials and the natural world, within the childminder's home.

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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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Inspection activities

 The inspector spoke to and interacted with the children at appropriate times throughout the inspection and reviewed emails from parents currently using the childminder's service.

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Inspection activities

 The inspector observed activities of the children as they played and engaged with the childminder.

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Inspection activities

 The inspector reviewed a selection of policies, procedures and relevant documentation, including safeguarding records, discussing how the childminder implements these within her daily practice.

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Inspection activities

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

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Information about the setting

The childminder has been registered since 2009 on the Early Years Register. She lives with her partner and two children aged 12 and 18 years. The family live in Milton, Cambridgeshire. The whole of the property and the rear garden are used for childminding. The childminder takes and collects children from local pre-schools and schools. She provides early education for three and-four-year-old funded children. There are currently three children on roll in the early years age group who attend for a variety of sessions. The childminder operates her service all year round, excluding bank and family holidays. She holds a relevant early years qualification at level 2.

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

 enhance children's learning experiences further, by extending partnership working with parents to include more information of opportunities for shared home learning

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

 enrich further, support for children's emerging investigation skills, for example, by extending the provision of natural resources within the home environment.

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who attend

The childminder meets the individual learning and development needs of each child very well. She takes the time to get to know both the child and their parents. Sharing information in this way provides the childminder with an understanding about the children's abilities and interests, prior to placement. This means that the childminder can plan activities and learning opportunities which encourage the children's participation, concentration and continued interest. In essence, she provides a learning environment, which enables and inspires the dispositions of positive, interactive and curious learners. This helps the children to explore and discover, embedding new knowledge to support their future learning and equipping them with the skills they need for moves on to pre- school and school. The childminder collates information relating to the progress children make, linked to the activities they enjoy within her setting. Photographic evidence is in

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who attend

place and the childminder uses these to identify children's progress towards the prime and specific areas of learning. In addition, regular development assessments are undertaken at pertinent times. For example, the progress check for children between the ages of two and three is undertaken in partnership with parents and other professionals involved with the children in her care. This makes sure that the progress children make over time is monitored. Any gaps in learning can be identified and this then enables the childminder to seek support from other agencies in order to provide appropriate intervention and action, to help close any identified gaps. This makes sure that all children are ready for their next stages in learning.

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who attend

The childminder clearly understands the importance of continuing to work in partnership with the children's parents. Time is made at the end of each session so that each parent can enjoy a cup to tea and listen to daily information from the childminder, relating to their child's continuing progress and development. In addition to these opportunities, the childminder shares photographs and record books, which highlight areas of learning and activities the children engage in and enjoy. However, there is scope to enhance opportunities for parents, to share and include information about their children's learning and achievements from home. This is in order to extend and reflect within learning records all that the children know and can do, enriching the childminder's knowledge and providing further information to support her daily planning.

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who attend

The childminder is very competent in supporting the children to make progress across all areas of learning. Her interaction with the children is calm and sensitive to their developing needs. For example, with very young children, she uses simple body language, intonation and facial gestures to help communicate and interact well. The children in return, become confident communicators, sharing their developing interests by babbling back, beginning to use and repeat single words and generally make their needs known and understood. The childminder also provides them with plenty of time to listen, think and then respond and they are never rushed or spoken over. Early writing skills are promoted well as children use easily accessible chalks, crayons and pencils on a daily basis. They also explore textures, for example as they roll, stretch and mould play dough. The children use their imagination and developing language skills to create objects and

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who attend

shapes out of the dough. They draw on previous experiences, for example as they make pretend play dough pizza and ice-cream, offering these to the childminder who joins in the play, helping to extend ideas and develop language skills. The children enjoy wide ranging activities, along with access to interesting resources, which help to support their independence. The childminder continues to support their learning and development well as she adapts her interaction and provides more challenging activities as the children learn and grow. However, there is scope for the childminder to extend learning opportunities for children in relation to exploring natural materials and media, helping them to make links between natural and man-made resources and increasing their critical thinking skills. All children move around the childminder's home, joining in activities with confidence. The warm praise and ongoing encouragement helps to build positive self-esteem and

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who attend

encourages children to try new activities without fear of failure.

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

The childminder makes sure that children are fully encouraged and properly supported in developing their personal, social and emotional well-being. With younger children hand over information is vital in respect of this, so that the childminder can provide appropriate care and support, for example, if they did not have breakfast or did not sleep through the night. This in turn, supports them when interacting with others and helps them to understand and meet their own needs. In addition, the children become aware that their emotions, such as, sadness, anger or happiness, for example, can affect how they feel from day to day. The childminder helps them to begin recognising these and sharing how they are feeling, so that she can adjust her approach to help them feel happy and settled in her care. These developing skills are embedded in order to support the children's emotional well-being during future moves to pre-school or school. Clear information is

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

obtained from parents relating to the children's individual care needs, such as, any medical conditions, dietary requirements or religious beliefs. This makes sure that the children are cared for safely and that parents' wishes are respected.

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

The childminder acts as a very good role model. For example, she encourages children to develop positive attitudes towards healthy eating and exercise. Parents provide healthy meals for their children and the childminder supplements these with healthy snacks. This means that the main adults in children's lives work in full partnership to support their developing understanding about healthy lifestyles. Regular trips out and about to local parks or activity groups provide further opportunities for the children to socialise with others and develop their physical skills. While in the park, they access larger play equipment, which enables them to extend their developing physical skills as they coordinate movement and learn to balance and move safely.

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

The children's behaviour is good. Older children learn that how they behave can have an impact on others. The childminder is consistent in her approach. She uses a range of methods, including re-direction, age-appropriate discussion and where necessary, time out with her, to reflect on emotions and feelings. Younger children are supported well and consistent daily routines help them to feel settled and safe. Children learn to keep themselves safe. The childminder is good at letting the children develop their independence and complete tasks for themselves or make their own selections about what they want to play with. As a result, the children become competent, for example, they clearly understand about road safety and know not to talk with strangers while out and about. The childminder's setting is kept secure at all times. Attention to providing child- height storage enables children of all ages and abilities to access toys and resources

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provision

Safeguarding procedures, such as, protecting children from harm and reporting child protection concerns are clearly understood by the childminder. She has attended appropriate safeguarding training and has a clear policy in place about what action she would take if she felt a child was at risk. Paediatric first aid and food hygiene training also equips the childminder with relevant information to care for children well. For example, should there be an accident, the childminder understands how to administer appropriate first aid treatment and care. There are a range of personalised policies and procedures. These are shared with parents and implemented in practice in order to support the smooth daily management of her setting. All areas of the childminder's home, where children play, are kept safe and secure. Regular risk assessments are undertaken in order that her home remains safe and children remain protected from harm. Records and

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provision

required permissions are in place. Confidentiality of families is respected at all times and their shared information is kept securely. The childminder monitors the progress children make over time. She is aware of the impact she has on this and reflects on her teaching and the learning opportunities she provides for the children. The childminder networks with other local childminders and this enables her to develop her practice and extend her understanding with regard to supporting play and learning. In addition, she has access to a local authority development officer, who provides further training and where necessary, ongoing support. This means that the childminder is able to build on and extend her understanding and practice with children, supporting them in making good progress towards the early learning goals. Since her last inspection, the childminder has increased her understanding in relation to making

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provision

observations and assessments for learning. She has also begun to reflect on her practice and listen to parents in order to adapt her service where necessary, so that she continues to meet user needs. This attention to reflective practice helps to promote the continuous development of her setting.

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provision

Partnerships with parents are warm and purposeful. Parents are extremely happy with the care and opportunities the childminder delivers for their children. They comment that she provides a stimulating, warm and loving environment, in which their children's well-being and development are nurtured. They express that the childminder provides a wide variety of activities both at her home and within the wider community, to make sure that their children's learning about the world is broad, rich and fun. Parents express that they appreciate the detailed feedback provided by the childminder each day when they collect their children. They describe how the childminder is careful to highlight any concerns and make them aware of anything that has happened, which might be of significance. They enjoy the photographs of their children and what they have been up to, which help them to join in and prevents them from missing out on their children's day, growth and

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provision

experiences over time. Parents are happy that the childminder makes sure the children have everything they need, while at her setting. The childminder talks with key persons at other settings the children attend. This makes sure that she has additional information relating to the progress and the achievements they make within these settings. This information, just like that gained from parents, is used well to build on what children know and can do, helping to support their continued progress.

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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 EY390266 Local authority Cambridgeshire Inspection number 879068 Type of provision Childminder Registration category Childminder Age range of children 0 - 5 Total number of places 3 Number of children on roll 3

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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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