Childminder in Cambridgeshire

Inspection date

Previous inspection date 20/06/2014 24/09/2008

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early years provision

This inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision requires improvement

 The childminder has a secure understanding of safeguarding procedures and conducts regular checks of her home to ensure children play safely.  Children have warm and affectionate relationships with the childminder. Consequently, they feel safe and explore the toys and resources with confidence.  The childminder has developed supportive partnerships with parents, who indicate they are well informed about their children's welfare.  Children develop their communication and language skills because they access a suitable range of books and benefit from sharing stories and songs with the childminder.

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It is not yet good because

 Although, the childminder makes some observations of children's achievements, she does not use the information gathered effectively enough to plan activities that closely match children's learning needs and promote their good progress.  The childminder does not assess children's development rigorously enough to accurately show their progress towards the early learning goals or identify any gaps in learning.  The childminder has links with other settings children attend, but does not consistently share information about children's progress with them. This means that children's continuity of learning is not supported as effectively as possible.

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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 the children at play and their interactions with the childminder.

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Inspection activities

 A range of documents were looked at, including children's development records, suitability checks, policies and procedures and the childminder's self-evaluation.  The inspector looked at parts of the home and garden used for childminding.

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Inspection activities

 The views of parents were taken into account through questionnaires and testimonials.

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Information about the setting

The childminder was registered in 2008 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives in Sutton, Cambridgeshire with her family, which includes one child aged 15 years. There are currently 13 children on roll who attend part-time. Of these, seven are in the early years age range. The family has two dogs and some tropical fish as pets. Minded children use the ground floor of the home and there is an enclosed garden. The childminder lives within walking distance of activity groups, parks, shops and a primary school. She provides her childminding service all year round. She is a member of the Professional Association for Childcare and Early Years.

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must:

 use observations more effectively to clearly identify children's achievements and the next steps in their learning, in order to plan tailored learning experiences that fully support each child's good progress and prepare them for school

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must:

 develop further the assessments of children's development to effectively monitor their progress and identify any areas of delay, so these can be promptly addressed.

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

 improve the links with other early years settings children attend to promote effective sharing of the children's learning and development.

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who attend

The childminder knows the children well and she provides a suitable range of age- appropriate resources and activities that they enjoy. She observes the children as they play and takes into account their individual interests when planning her activities. However, she does not always use the information gathered from her observations to plan for and fully promote the next steps in children's development. The childminder carries out a progress check when children are aged between two and three years. This is shared with parents, so there is a mutual understanding of children's development. Assessments made of children's progress at other times are intermittent. As a result, activities do not consistently support children's good progress and it is difficult to ensure there are no gaps in their learning. The childminder communicates frequently with parents through the daily diaries and verbal feedback. This gives them a suitable understanding of their children's

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who attend

Activities tend to be mainly led by the children and they have periods of independent play to choose from the available toys. Because the childminder does not use her observations effectively to plan challenging learning experiences, the activities do not always hold children's interest. Consequently, they sometimes flit between the activities, rather than settling to periods of sustained play and learning. However, the childminder demonstrates some good teaching skills. She interacts warmly with the children and supports their play through comments and questions. She encourages children to develop their thinking skills, for example, she asks them to speculate which numbers might come after four. Children develop their communication and language skills reasonably well because the childminder provides interesting books. She reads to them everyday and points out letters and words. This supports their literacy skills and helps them to be ready for school.

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who attend

Children benefit from some art and craft activities that enable them to explore different materials and textures. They use paints, crayons and marker pens to write, colour and draw. All of which helps to prepare them appropriately for school. Children play imaginatively with an adequate range of role play toys, for example, they dress-up dolls, give them names and pretend to rock them to sleep. They benefit from access to tablets and electronic toys that promote their understanding of the world. Children who have a current interest in completing jigsaw puzzles have a range to choose from. The childminder helps them to complete them by talking about size, shape and colour. She praises them when they succeed to promote their self-esteem, which encourages them to approach new experiences confidently.

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

Children develop warm and affectionate relationships with the childminder. They play confidently in her care and show they feel safe and secure. The childminder works well with parents to settle children into her setting. She collects ample information prior to children starting to enable her to meet their individual care needs. This helps children to make a smooth transition from home into the childminding setting. The childminder is patient and kind to the children. She models polite behaviour to develop children's good manners. Children learn about sharing and taking turns through enjoyable games, such as dominoes. As a result, children learn right from wrong and behave well. The childminder organises her home reasonably well to help develop their independence. Clear boxes enable children to make informed choices from varied resources and happily occupy themselves.

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

Children have daily opportunities for fresh air and exercise as they visit local parks and wildlife areas. They use equipment in the garden to develop their physical skills, for example, they pedal small bicycles. The childminder encourages children to eat healthily by offering varied fresh fruits and vegetables for snacks. She helps children to learn more about healthy foods through games and cooking activities. Children adequately develop their understanding of safety, for example, they practise the fire drill regularly. The childminder is aware of the importance of preparing children appropriately for school. She takes younger children with her when collecting children from school to familiarise them with the building. Through regular routines, children develop the skills they need to look after themselves, such as using the toilet and washing their hands independently.

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provision

The childminder has a sound understanding of her responsibilities to safeguard children. Regular attendance at child protection training helps her maintain her knowledge of the signs that indicate a child is at risk. She has appropriate written procedures to follow and shares these with parents, so they understand the steps, which she must take to protect children. The childminder carries out risk assessments and daily checks to ensure children play safely in the home and on outings. Underpinning documentation that supports the safe and efficient management of the provision is well organised and easily available. The childminder maintains her first-aid training, so she is able to attend to children appropriately if they have accidents.

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provision

The childminder evaluates her provision and she has a satisfactory understanding of the areas for development. She has successfully focussed on improving the management of her business in response to some of the recommendations made at her last inspection. The views of parents and children assist her in developing her practice. For example, she has introduced daily diaries for those parents who request one. The monitoring of children's development is not fully effective to ensure all children make the progress they should. Nonetheless, the childminder shows a suitable commitment to improving the quality of the provision. For example, she is working with the local authority childminding support team to increase the effectiveness of observation and assessment. She seeks advice from other childminders and reviews her knowledge of the Early Years Foundation Stage. This gives her a sound capacity to further develop in the future and increase the

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provision

The childminder has good partnerships with parents. She provides them with daily feedback about their children's activities and ensures they know about any accidents or incidents. Parents indicate they are very pleased with the childminder's provision. They say she has a lovely manner with the children and helps them to learn good behaviour. The childminder has developed some links with other early years providers. These enable her to obtain and share suitable information relating to children's well-being. However, the childminder does not share information about children's development effectively enough to fully promote consistent learning experiences across both settings.

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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 EY368787 Local authority Cambridgeshire Inspection number 821203 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 13

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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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