Childminder in Cambridgeshire

Inspection date

Previous inspection date 19/06/2014 05/05/2009

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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 good teaching strategies in place, which nurture and encourage children to really enjoy their learning. In addition, teaching also supports them to embed the skills that they will need for their continued learning and development.  Partnerships with parents are strong and purposeful. This supports the childminder in meeting their care requirements well, along with the particular learning and care needs of their children.  The childminder closely monitors her practice to make sure that she provides a safe, secure yet welcoming environment for children and their families. Her good knowledge and understanding of safeguarding and child protection makes sure that children in her setting are well-protected from harm.

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It is not yet outstanding because

 There is scope for the childminder to provide greater opportunity for parents to share their observations of their children's ongoing achievements at home, so the childminder can incorporate this knowledge into children's everyday experiences.

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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 childminder and children at appropriate times throughout the inspection and reviewed questionnaires from parents currently using the childminder's service.  The inspector observed activities in all areas used by 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 childminder in relation to making observations of children's play, learning and progress.

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Information about the setting

The childminder has been registered since 2008 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner and child aged 16 years. The family live in Cambridge, Cambridgeshire. The childminder is also registered to provide overnight care. The whole of the property and the rear garden are used for childminding. The childminder takes and collects children from local schools and pre-schools. There are currently two children on roll, both of whom are in the early years age group and attend for a variety of sessions. The childminder operates her service all year round, excluding bank holidays and family holidays. Session times are from 8am until 6pm. The childminder is working towards an early years qualification at level 3. She is a member of the Professional Association for Childcare and Early Years.

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

 enrich learning opportunities for children further, by encouraging parents to share greater information about children's ongoing achievements at home, so that the childminder can incorporate this knowledge into children's everyday activities.

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who attend

In partnership with parents, the childminder takes the time to talk and ascertain children's abilities and starting points prior to placement. Information is sought in relation to children's interests and developing skills. During setting-in visits, the childminder is able to make preliminary observations of children's play and interaction with other children. The effort made at the beginning helps the childminder to plan activities which will interest children, motivate their participation and help them to settle more confidently. It also enables the childminder to establish purposeful links with parents from the outset. However, there is scope for the childminder to make greater use parents' observations of their children's ongoing achievements at home to further enhance children's learning.

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who attend

Attention to ongoing assessment for learning is firmly in place. The childminder makes observations of children, reflecting their day-to-day progress. In addition to these, the childminder completes the progress check for children aged between two and three years. Again, these are recorded in partnership with parents. They also take account of the views of other professionals involved in the child's early years care, such as the local health visitor. Working together means that any gaps in learning can be easily identified and addressed. The childminder uses positive teaching techniques well to ensure children are acquiring the skills they need for future moves into pre-school or school. Children are developing the characteristics of effective learners. They move around freely, engaging in adult-led and child-initiated play. For example, together with the childminder, children enjoy sorting and grouping various animals during small world play with a Noah's

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who attend

ark. Children enjoy sorting the wooden animals and popping them into the ark two by two. As these are very young children, the childminder extends learning, encouraging children to think about and name the different types of animals they have, along with sharing their ideas about the sounds they make. The childminder is sensitive to the learning needs of these children, as she uses intonation and facial gestures to help them understand and she encourages their participation. Children love the opportunity to please and receive praise. They are keen to share their growing knowledge, as they roar loudly while holding up a toy lion. Children are clearly well-settled, confident and at home in the company of the childminder and each other. They happily offer their ideas and take part in various activities without the anxiety of failure. Exploring simple technology helps children to develop their understanding about how battery operated toys work. They enjoy pressing

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who attend

buttons on activity resources, discovering which ones make it light up and which make the sounds work. Children are confident in demonstrating to the childminder and their peers how these toys work as they carry them across the room, holding them up and pressing the various buttons, with much delight. The childminder uses open questions and clearly understands about the importance of providing children with time and space in which they can explore and have fun at their own pace. Children are never rushed. While chatting with them, the childminder is careful to provide time for them to listen, think and then respond. This prevents children from becoming confused or frustrated. Instead, they are evolving as competent communicators with high self-esteem.

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

The physical development and positive health needs of children are met well. The childminder has completed food hygiene training and implements positive food safety practice within her setting. This means that children are protected from cross- contamination, which could cause unnecessary illness. The childminder provides a good variety of home-cooked healthy meals and snacks to ensure each child enjoys well- balanced, nutritious food, which meets their dietary requirements well. This in turn, helps children to grow and thrive. The childminder fully supports children in learning about their personal hygiene. Nappy changing procedures are well-organised and thought through. This helps to prevent cross-contamination and therefore, limits the possible spread of infection.

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

The childminder offers regular opportunities for children to enjoy fresh air and exercise. Her garden is very spacious and extremely well-equipped. It provides good opportunities for children to build on their physical skills. For example, they develop their coordination, balance and ability to move their bodies in different ways as they run, jump, swing and climb. Children move safely, clearly demonstrating their growing spatial awareness and control of small and larger movements. The childminder provides good levels of support to help children develop their confidence and become emotionally secure. As a result, children are confident to communicate their own needs and wishes, while learning to interact well with other children and adults. Overall, these skills aid children to secure smooth, self-assured moves on to pre-school or school.

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

The childminder pays attention to the safety and well-being of children at all times. She takes time to risk assess all areas used by children, making sure that they are safe and secure. This means that children enjoy freedom of movement within the childminder's home. Safe, accessible child-height storage further supports and enhances learning opportunities for children, as they are able to make their own choices and decisions about their play and subsequent learning. Children's personal safety awareness is promoted by the childminder. The childminder plans activities to help children learn to take responsibility for their own actions and behaviour. As a result, children learn about sharing, taking turns and being thoughtful of others. They learn that how they behave can affect their own and each other's safety. For example, they learn that if they do not tidy up after playing, then others can trip or hurt themselves. If they run around indoors, they

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

might bump into others and then they could all feel sad. The childminder uses a good range of positive reinforcement and behaviour management strategies with children. Behaviour is good. Children are polite and helpful, clearly enjoying each other's company.

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provision

The childminder has a clear understanding with regard to protecting the welfare of children. Safeguarding and child protection training is regularly updated. This means that the childminder's knowledge and understanding remains current. Effective procedures are in place and shared with parents. This means that they are made fully aware of the childminder's responsibilities with regard to protecting their children from harm. Contact telephone numbers, along with reporting forms, are in place. This enables the childminder to report any concerns swiftly. First-aid training helps the childminder to be prepared for accidental events by providing the correct care and attention to children. The setting is kept secure at all times. Children are never left alone with visitors who have not completed necessary checks. This means that children are protected from unsuitable adults. All records, permissions, policies and procedures are in place, well-maintained and

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provision

kept up-to-date. This clearly assists the smooth daily management of the childminder's setting and makes sure that parents have all the information they need.

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provision

Keen to develop and acquire new skills, the childminder attends ongoing training. This undoubtedly helps her to maintain and extend her childcare knowledge and practice. The childminder is very motivated in what she does and this enthusiasm has a positive impact on children in her care. The childminder updates her practice regularly to ensure her teaching strategies remain dynamic as she is able to implement and extend these with the new ideas she acquires through training. The learning and development of children is monitored well. This means that good progress is made, as any areas for development within their learning are identified and quickly addressed. This means that the childminder is fully aware of planning challenging learning opportunities, which continue to build firmly on what the children know and can do. Good attention is paid to reflecting on all areas of practice. For example, the childminder accesses additional training. She is also flexible in

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provision

meeting individual parents' care requirements, so their working commitments can be met at all times. Attention has been paid to addressing the recommendations raised at her previous inspection and she is always happy to talk with parents and wherever possible, adapt practice to meet their needs.

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provision

Partnerships with parents are good. Open, purposeful communications enable all parties to share information in the best interests of children. Parents report how very happy they are that this particular childminder cares for their children. They find that their children love attending and are always excited and happy to go. Parents state that because their children are settled and confident, they are able to go to work with peace of mind. They are very pleased with the wide range of interesting activities and exciting opportunities their children enjoy. Parents have no hesitation in highly recommending the childminder to other families looking for very good quality childcare. The childminder understands about the importance of working closely with other early years providers, who are involved with children's early education or care. As a result, information, with parental consent, is shared with others. This means that all parties work cohesively, in order to support

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provision

children's learning and development needs.

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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 EY378497 Local authority Cambridgeshire Inspection number 878769 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 2

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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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