Childminder in Peterborough

Inspection date

Previous inspection date 04/07/2014 06/01/2014

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early years provision

This inspection: 2 Previous inspection: 4 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 provides a warm and welcoming home. She has formed close emotional attachments with children, which means they feel happy, safe and secure in her care.  Children are supported well in their learning and development by the childminder who plans a range of interesting activities that meets their individual needs. Children's progress is closely monitored through the childminder's clear assessment procedures.  Children are safeguarded well as the childminder demonstrates clear knowledge of how to protect them and the correct procedures to follow.  Positive relationships with parents have been established which enhances children's time with the childminder. A thorough, daily exchange of information takes place both written and verbal, which ensures children's continuing needs are met.  The childminder is committed to continuing her professional development in order to benefit children's experiences and improve practice.

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It is not yet outstanding because

 Children have fewer opportunities to broaden their sensory experiences in the outdoor area and explore areas, such as the natural world.

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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 activities taking place in the lounge.

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Inspection activities

 The inspector spoke with the childminder at appropriate times throughout the inspection.

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Inspection activities

 The inspector looked at a selection of policies, the childminder's assessment documents, the register of attendance and a range of other documentation.  The inspector checked evidence of the suitability of the childminder.

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Information about the setting

The childminder was registered in 2006 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives in a house in Werrington, Peterborough. The whole of the ground floor and the rear garden are used for childminding. The childminder visits the shops and park on a regular basis. She takes and collects children from the local school. There are currently four children on roll, three of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 7am to 7pm, Monday to Friday, except bank holidays and family holidays. 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:

 enhance the outdoor area to maximise children's sensory experiences, for example, through opportunities to explore and investigate the natural world.

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who attend

A well-resourced playroom gives children good opportunities to engage in independent play, as they are freely able to help themselves to toys of their choice. Babies are provided with a good range of interactive toys the childminder knows they will enjoy, such as push button and musical ones, in the comfortable and homely lounge. They express their enjoyment as they move their bodies to the music, rocking back and forth on their knees. Teaching methods are good and the childminder takes into account children's interests and development needs when planning activities. For example, push along toys and walkers are provided as resources; to support babies learning their new crawling and walking skills. Children become confident communicators, as the childminder talks to children constantly. She always ensures she makes face to face contact with babies when speaking and playing games and always explains what is going to happen next, such as

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who attend

when getting ready to change children's nappies. The childminder repeats sounds that babies make and sings rhyming songs they enjoy, such as round and round the garden, to support their early communication skills.

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who attend

The childminder makes good use of her local environment to provide a variety of experiences and enhance learning. For example, children go on walks and visit local nature reserves to feed the ducks and swans. Trips to a local water park are planned for those children not keen on getting wet. Here, the childminder encourages them to engage in the activities at their own pace by supporting them to touch the water initially with their hands, until they feel comfortable. Further afield children visit safari parks, farms, sea life centres and the cinema, which broadens their learning opportunities well and provides clear memories of their time with the childminder. The childminder uses her garden every day and alongside physical play opportunities, children engage in some other areas of learning and play with resources, such as sand and water. However, there is less opportunity for children to engage in sensory and exploratory play, that supports their

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who attend

understanding of the natural world. The whole garden is laid to concrete with no natural areas to explore or grow things. The childminder is knowledgeable about the backgrounds of children that attend and is mindful of any customs or religions. A suitable range of resources are in place to help children gain an awareness of the diverse society in which they live.

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who attend

The childminder ensures that children access a broad curriculum overall and plans effectively for children through their own monthly plan, that focuses on their current interests and development needs. She observes children in their play and keeps a record of their achievements, linked to the early learning goals and supported by photographs. Children's progress is regularly assessed and tracked. This information is shared with parents in detail at six monthly reviews and the childminder discusses next steps in learning and how these can be supported at home. This ensures children are well prepared for their next stage of development, such as starting school and that gaps in learning are clearly identified and addressed.

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

Children receive lots of love and support from their kind and caring childminder. Babies new to the setting receive lots of interaction and affection, as they begin to form strong emotional bonds. She makes close eye-contact with babies, bouncing them on her knee and making them giggle. The childminder holds children close to feed them their bottle and gently rocks them to sleep, when she recognises signs of tiredness. She talks in a soothing voice and gently strokes their face until they have drifted off. Space in the home is organised effectively so that children can play, eat and rest comfortably. The childminder provides a fully inclusive service to all children attending and ensures she gathers clear, precise information from parents at the start of children's placements so that individual needs are thoroughly addressed. Thorough daily diary sheets and verbal feedback at collection time, ensure children's ongoing needs are met to a good standard.

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

The childminder understands the importance of sharing information with other settings to promote children's well-being and ensure that learning needs are met.

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

The childminder encourages children to maintain a healthy lifestyle by following clear hygiene routines before eating and after playing outside. Visual reminders for hand washing are displayed in the downstairs toilet and a clean towel is provided on a daily basis to prevent the spread of infection. A range of healthy, home cooked meals and snacks are provided for all children and includes fresh fruit every day. Drinks are constantly available so children remain hydrated. Children spend quality time outdoors playing in the fresh air and are taken for many walks and other outings in the local vicinity. Children frequently visit local parks to encourage their physical development on the large equipment. Children's safety is a priority for the childminder. The premises are secure and children are supervised well as they play. They participate in regular safe practices, such as fire drills to gain an understanding of keeping themselves safe in an

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

emergency. The childminder encourages positive behaviour with young children from very early on, speaking to them in a calm and pleasant manner, which they respond well to. She ensures she offers lots of praise and encouragement for their achievements, which instils confidence and self-esteem right from the start.

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provision

The childminder has a secure understanding of the safeguarding and welfare requirements and has a range of policies and procedures in place to support children's well-being. She has recently updated her safeguarding training and demonstrates good knowledge of the procedures to follow in the event of any concerns. The childminder has a suitability check in place and ensures that children are never left alone with people who are not vetted. Effective procedures are in place to ensure children play in a safe and secure environment, including thorough risk assessments of the premises and outings. Record keeping is thorough and maintained appropriately to support children's safety and welfare. The childminder's home is clean, well-maintained and presents no obvious hazards to children as they play.

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provision

The childminder has made good progress since her last inspection and the subsequent monitoring visits, to meet the actions she was set. A first-aid qualification has been obtained and she has greatly improved her knowledge and understanding of the learning and development requirements so that children make good progress in her care. She uses appropriate guidance to plan precise next steps in learning that provides suitable challenge in children's learning to meet their individual needs. The childminder demonstrates a positive attitude to self-evaluation and is committed to attending training, which will further improve the experiences for children in her care. Since her last inspection, the childminder has attended a learning and development course for younger children and has booked on to further courses, including schemas and behaviour management for later in the year.

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provision

The childminder works closely with parents to meet the needs of children in her care, and as a result positive relationships have formed. Parents input is valued and feedback about her services is gathered at children's six monthly review meetings. Parents generally use the diary sheets well to communicate with the childminder about their children's welfare and learning needs. The childminder works positively alongside parents and other professionals to support children in her care. Overall, children are well cared for and feel safe and happy in the childminder's home.

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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 EY344915 Local authority Peterborough Inspection number 963280 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 4

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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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