Lilley Hunt, Jo-Ann

Inspection date

Previous inspection date 15/05/2014 28/05/2009

p.1

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

p.1

This provision is good

 The provision of stimulating props and resources, along with the positive role modelling of the childminder, effectively supports children's good overall progress.  The well-being of the children is protected and developed by the childminder. This is because she takes time to work positively in partnership with their parents in order to learn about their individual interests and needs.  The childminder monitors all aspects of the service she provides in order to ensure that she meets the welfare and safeguarding needs of the children.  The childminder pays attention to continuing her professional development. This enables her to develop and build on her existing skills to provide rich and varied learning opportunities for the children.

p.1

It is not yet outstanding because

 There is scope to enhance learning opportunities for children, enabling them to learn from each other by extending resources which reflect their differing backgrounds, customs and languages.

p.1

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

p.2

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.

p.2

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.

p.2

Inspection activities

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

p.2

Inspection activities

 The inspector observed activities in all rooms used by the children and the outside play area.

p.2

Inspection activities

 The inspector looked at a selection of policies, procedures and relevant documentation, including safeguarding records.

p.2

Inspection activities

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

p.2

Information about the setting

The childminder registered in 2005 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives in a residential area of Sawston in Cambridgeshire. The childminder has a lodger. The ground floor of the house is predominantly used for childminding with upstairs sleeping facilities. There is a fully enclosed garden available for outside play. The childminder is able to provide overnight care. She takes children on regular outings and visits the shops, toddler groups, library and parks on a regular basis. The childminder walks to local schools and play groups to take and collect children. The childminder operates all year round, from 7.30am until 6pm, Monday to Friday, except bank and family holidays. There are currently 13 children on roll; seven of these are in the early years age group. The childminder holds a relevant childcare qualification at level 3 and is a member of the Professional Association for Childcare and

p.3

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

 enhance learning for children by enriching opportunities for them to explore further their diverse backgrounds, home cultures and languages.

p.3

who attend

The childminder clearly knows each child in her care very well. Time is taken prior to placement to acquire information from parents about their child's age, abilities and interests. This makes sure that the childminder is well organised, with pre-planned activities to help children feel welcome and aid the settling-in process. Daily diaries are used to provide ongoing, two-way communication with parents. Information relating to their child's day and learning opportunities is well documented, providing them with the chance to become more involved in their child's daily experiences. In addition to these, learning journals are compiled by the childminder. These include more detailed information relating the children's ongoing learning and development. Parents are also encouraged to share in these records, providing the childminder with important evidence relating to learning which happens at home. For example, they are involved in the

p.3

who attend

completion of the progress check for children between the ages of two and three years. By learning about and comparing the progress children make within her home and theirs, the childminder is provided with a much more detailed overview of each child's developing skill sets and abilities. This in turn, enables her to plan more effectively to meet children's ongoing learning and development needs.

p.3

who attend

Learning records provide clear information about the progress children make across the prime and specific areas of learning. The childminder is very competent at supporting learning and identifying progress over time. This information is then used well to assess the age bands children are working in and identify their next steps for learning. In some instances, the childminder may identify gaps in learning. Where this is the case, she takes action immediately by adapting and targeting learning opportunities in order to minimise, or if possible, close gaps completely. The childminder has developed positive partnerships with other professionals. Where further support is required, this is accessed. The childminder works well in partnership with parents and where necessary, other professionals. This enables her to establish what the children specifically require, to help prepare them for their next stage in learning and moves onto pre-school or school. All

p.3

who attend

children in the childminder's home currently speak English as their initial language. However, some children's parental heritage differs and there is room to extend this further, for example, by enriching learning opportunities to reflect more on their diverse backgrounds and home cultures, helping to promote and enhance children's understanding of the similarities and differences between each other.

p.4

who attend

The childminder demonstrates good teaching methods and interaction with children. She understands about the importance of providing them with uninterrupted time to play and investigate freely. While the children enjoy their games and explorations, the childminder asks open questions about their play. For example, as they engage in various activities she encourages them to think about where, what and why. They respond with enthusiasm, sharing their developing understanding and knowledge, such as what their favourite colour is, how to sound the letters of their names out loud or discussing why they need to drink water. The childminder interacts well, gently extending their developing language skills. She knows that as she engages the children in listening and speaking, she must allow ample time for them to hear and then think about what they are hearing, in order for them to begin formulating their response. The children are clearly confident and

p.4

who attend

settled in each other's and the childminder's company. They confidently share their developing thoughts and ideas without fear of failure. With younger children, the childminder uses 'Tiny Talk'; a simple sign language which helps them to communicate their needs and wants, preventing them being misunderstood and becoming frustrated. Children are curious, inquisitive and keen to learn as they chatter happily and clearly with the childminder and each other. They enjoy a wide range of activities, toys and resources, which enables them to explore across all areas of learning. For example, they enjoy creating pictures; making decisions about the colours they are interested in choosing. Other children take time to investigate simple technology, through first-hand experiences. As they press buttons on battery operated toys, they are supported in practising and developing skills, such as linking letters to sounds, or identifying and matching objects in

p.4

who attend

pictures, to initial sounds. All children make good progress towards the early learning goals.

p.4

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

The personal, social and emotional development of all children is given high priority. They are well supported in establishing and forming positive friendships with each other. Children appear very settled in the childminder's home. They seek her out to show her their finished creations, taking delight in her responses. Children glow with pride as the childminder displays their artistic work around her home, providing focal points for them to share with each other, their parents and visitors. Support for their positive emotional and social development enables children to feel confident and secure when making moves onto pre-school or school. Clear information about each child's individual care needs, such as any disabilities, medical, religious or dietary requirements, are discussed and well documented preceding their entry into the childminder's care. This enables her to plan and prepare in advance, supporting her in meeting children's needs well.

p.4

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

Parents provide snacks and meals for babies, while the childminder is happy to provide these for children once they begin to be weaned. This makes sure that very young babies are protected from foods which could possibly harm them. The childminder and parents work together in sourcing and providing children with healthy options. These important decisions help the children to become healthy and thrive during their formative years. Children have access to drinking water at all times. This makes sure that they remain properly hydrated, helping them to remain alert and enjoy their day. Children develop their independence in relation to their personal hygiene. Good procedures in this regard impact positively to prevent cross-contamination and the spread of infection. Opportunities for the children to take part in outings, to various toddler groups, the park and visits to see the childminder's grandparents, clearly enable them to socialise with other children

p.5

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

and adults, under the watchful eye of the childminder. In addition, while out and about, children have access to toys and equipment on a larger scale than is possible in the childminder's own home. Larger apparatus, such as climbing frames, swings and slides, provide good opportunities for the children to build on their developing coordination and balance. These skills impact positively across all other areas of learning the children engage in and enjoy.

p.5

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

Children's behaviour is good. They are well supported by the childminder who is consistent in her approach, using appropriate techniques to support the differing age groups of children within her care. Older children develop a clear understanding about keeping younger ones safe from harm. For example, they take more intricate toys, such as mosaics, through to the living room where toddling and crawling children cannot access any parts which may, inadvertently, drop on the floor. The childminder is vigilant in making sure that the children remain safe and secure in her home. The organisation is very good. Time has been taken to plan the environment providing areas for core activities to take place, safe areas for older children to play and relax and quiet sleeping space for those who need it. Plenty of open floor space both inside and outside further encourages the children's freedom of movement, as they negotiate the play space, each other and

p.5

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

furniture. Attention to child-height storage enables children to make their own choices and selections about their play and learning.

p.5

provision

Following a recent Ofsted investigation the childminder was issued with a warning letter for failing to inform Ofsted of changes to her household. The childminder understands the importance of ensuring that all household members have the appropriate checks completed to ensure suitability and has now updated Ofsted. The childminder has a clear knowledge and understanding about safeguarding children from harm. In addition, she knows precisely what action to take if she has a child protection concern. Her understanding of the signs and symptoms of abuse or neglect are clear and regular training in this area means that she continues to remain aware and alert to possible concerns. The childminder carries out thorough risk assessments of her home, garden and when planning visits. As time is taken to minimise potential hazards, children are able to move around freely and play in a safe and secure environment. The childminder is

p.5

provision

attentive in making sure that sleeping children and babies are regularly checked in order that they remain safe. A range of pertinent and personalised policies and procedures are in place, shared with parents and help to promote the smooth daily management of the childminder's service. All documentation required by legislation is maintained well. Personal information is kept secure and the childminder respects confidentiality at all times.

p.6

provision

Attention to continuing her professional development means that the childminder remains up to date with current practice ideas. In addition, required training is in place. This makes sure that the childminder is competent, for example, in delivering the correct first-aid treatment in the event of an accident. The monitoring of teaching and learning is managed well. A tracker system is used, enabling the childminder to show what progress is being achieved by each child over time. Since her last inspection, the childminder has taken time to reflect and build very positively on certain aspects of the service she provides. She has been active in addressing the areas for development, highlighted in her last report. As a result, the use of observation and assessment to identify children's next steps for learning is securely in place. The childminder is committed to continuous improvement. Self-evaluation forms a significant part in identifying and developing her

p.6

provision

At the last inspection, the childminder was asked to develop partnerships with parents and other early years providers. Partnerships with others are now good. Other professionals are consulted with regard to developing practice, or if the childminder needs advice about particular children in her care. Partnership working clearly provides opportunities for parents to share in their children's learning and development while they remain in the childminder's setting. Partnerships with parents are robust and focused. They report that they have confidence and feel that the childminder cares for their children very well. They state that their children love their childminder and tell them that she is their favourite person. They appreciate all the activities and opportunities she organises and does with their children. Parents are encouraged to complete questionnaires, every six months or so, providing the childminder with vital information about how she can continue to meet the

p.6

provision

ongoing care needs of their children and their, often changing, care requirements.

p.6

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

p.6

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

p.7

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.

p.7

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.

p.8

Setting details

Unique reference number EY317941 Local authority Cambridgeshire Inspection number 972081 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 13

p.8

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.

p.8

Type of provision

For the purposes of this inspection the following definitions apply:

p.8

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.

p.8

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.

p.8

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.

p.9

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,

p.9

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’.

p.10

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.10