Childminder in Cambridgeshire

Inspection date

Previous inspection date 10/07/2014 Not Applicable

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early years provision

This inspection: 2 Previous inspection: Not Applicable 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 make good progress in their learning and development, because the childminder has a very good understanding about how they learn through fun-based play and investigative opportunities.  Partnerships with parents are very good. By working closely together, the individual care and educational needs of each child are fully discussed, understood and met.  The childminder has robust procedures in place in relation to the safe management of her setting on a daily basis. Suitability checks are undertaken and the childminder clearly understands that children should never be left alone with adults who have not received the correct clearances.  The childminder is keen and committed to persistently developing her practice in order to build on and extend the learning and development of children in her care. In addition, she regularly reviews and talks to parents, and remains flexible in meeting their care requirements.

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It is not yet outstanding because

 There is scope to enrich opportunities for children to explore technology, to further increase their knowledge and understanding of how this can be used for particular purposes.

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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. In addition, the inspector reviewed written information from parents about the childminder's service.  The inspector observed activities in all areas used by the children.

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Inspection activities

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

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Inspection activities

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

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Information about the setting

The childminder has been registered since 2014 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner and their twin sons, aged six years. The family live in Bassingbourn, Cambridgeshire. The whole of the property and the rear garden is used for childminding. The childminder is also registered to provide overnight care. The childminder takes children to, and collects them from local schools and pre-schools. There are currently four children on roll; all of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year around, from 7am to 6pm, Monday to Friday, except for family and bank holidays. She supports children with special educational needs and/or disabilities. The childminder 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:

 strengthen children's opportunities to further explore and operate information and communication technology equipment, such as computers, torches, cameras and programmable toys, in order to consistently develop their understanding about age- appropriate equipment and computer software.

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who attend

The childminder implements good teaching strategies within her setting. She takes time before children are placed in her care to talk with parents and learn as much as possible about their individual needs and interests. This helps the childminder to establish the starting points of children. It also enables her to plan activities, which excite and motivate them to learn and discover new ideas. Ongoing assessment for learning is undertaken by the childminder in full partnership with the children's parents. Daily information sheets are shared, detailing what the children have enjoyed. Every six weeks, short reports are prepared and shared with parents, in order to review progress and work in partnership with them in relation to the children's learning. Daily discussions and text messages, provide further opportunities for parents to share ongoing comments about their child's achievements. This helps the childminder to develop her understanding about the abilities

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who attend

of each child, as she continues to plan and meet their changing educational needs. This attention to detail helps to embed the skills children will need for later learning and moves onto pre-school or school.

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who attend

Children learn about change as they mix paints, noticing that adding different colours together affects the original colour and makes differing shades and hues. Children giggle with delight, as they experience the texture of the paintbrush bristles across their palms, while making handprints. The childminder is very good at asking open questions, to encourage the children to listen, think and then share their ideas. They learn about the etiquette of conversation, listening politely while others speak and taking turns. Children mimic the childminder who acts as a good role model, using facial gestures, repeating words and making simple hand and arm actions to help express meaning. Children enjoy using their imagination, as they take their baby doll for a walk around the childminder's house. They move freely throughout the downstairs of the property, demonstrating their confidence to play spontaneously and showing that they are at ease and happy within the

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who attend

setting. Children enjoy opportunities to share books with each other and the childminder. They sit in a quiet, comfy space, specially organised to provide a relaxing area where the children can rest, read books or undertake quiet activities, such as puzzles. The childminder is vigilant to ensure that children can see the pictures and that everyone is comfortable, before she begins. The children engage wholeheartedly, joining in repeated refrains and using the pictures as clues as to what is happening within the book. The childminder has a range of technical books, which are battery operated and emit sounds and simple sentences when pressing different buttons. The children fully engage, pressing the buttons and anticipating what the sound might be or repeating the spoken words aloud. They are keen and confident and astutely make links in their learning. For example, the children realise that there are other resources within the childminder's setting, which

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who attend

also emit sounds. They track down the cuddly green frog and show that by pressing its tummy, the frog croaks loudly. The childminder provides learning opportunities for the children to explore technology. However, there is scope to further extend activities enabling the children to access a greater range of resources, such as torches and tape recorders, helping them to learn about how technology can be used safely in different ways.

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who attend

Parents are fully consulted and included in progress reports, relating to the developing skills and abilities of their children. For example, parents and the childminder work together to complete progress checks for children between the ages of two and three years. There is also extended partnership working with other professionals in relation to these checks, such as local health visitors. By working closely together, parents, the childminder and other professionals involved in the children's lives, can share pertinent information relating to their learning and development. This means that gaps in learning can be more easily identified and the appropriate measures put in place in order to prevent the gaps from widening. Wherever possible, action is taken to close or minimise potential gaps. Support for children who have special educational needs and/or disabilities is good. The childminder has effective procedures in place for working closely with parents

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who attend

and other professionals. For example, she makes observations, which are used to support parents and provide additional information for those professionals about the progress the children make between appointments. The childminder is also proactive in supporting the children by encouraging them to undertake exercise or use the specialist equipment provided for them to help them take part more comfortably in everyday life.

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

The childminder supports the personal, social and emotional development of the children. This helps to embed their confidence and social interaction with others, helping them to develop confidence and personal skills which will assist them with later moves on to pre- school or school. Good links with parents mean that all important information is shared, aiding the childminder to appreciate and provide for each child's individual care needs. Children are settled well and most vitally, they are listened to and understood by the childminder. This is because she takes the time to get to know each child, their likes and dislikes, what may worry or frighten them and in contrast, what makes them happy. This attention to detail enables the children to develop positive dispositions and attitudes.

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

The childminder supports children well as they learn about the importance of dealing with their personal hygiene needs. Low-level posters and individual paper hand-towels, remind and encourage children's independence in these tasks. Children enjoy a good range of healthy options at snack and meal times. They have access to drinking water throughout the day and this makes sure they do not get thirsty. The childminder provides a wide range of foods from around the world, for the children to develop their tastes. In addition, the childminder takes the children to her allotment, where they grow a range of fruit and vegetables. The children are actively involved in helping to plant and care for the growing range of crops. They enjoy learning about where food comes from and how it is grown. When it comes to meals and snacks, they thoroughly enjoy preparing and tasting the fruits and vegetables they have harvested. For example, children enjoy butternut squash,

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

The childminder is sensitive to the differing needs of each child in her care. She uses a range of behaviour management strategies which support children in learning about safe boundaries and fair expectations. Gentle reminders are used and children learn that how they behave is an important part of keeping themselves and others safe. The children enjoy regular opportunities for fresh air as they play outside, take part in trips out and about and attend local groups within the community. The children enjoy remembering about outings they have enjoyed, such as visits to the local park and the childminder's allotment, where they can run, skip and jump. These activities help them to build on their developing physical skills and perfect their growing coordination and balance. The environment is kept safe and secure. The childminder makes sure it is suitable at all times for the children to move around freely. Very well-organised, child-height storage and a

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

wide range of high quality toys and resources, enable the children to make personal selections and enjoy regular opportunities to explore their own interests.

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provision

The childminder has a clear understanding in relation to protecting children from harm. She has completed relevant safeguarding training and clearly understands what procedures to follow if she has a child protection concern. Suitability checks are in place for all persons over the age of 16 years living in her home. The childminder makes sure that her home is secure and this prevents the possibility of intruders. In addition, it also means that the children are unable to leave her home unescorted. The childminder has completed paediatric first-aid training. This allows her to provide suitable care for children in the event of an accident. Risk assessments are undertaken. The safety and security of children remains paramount in the day-to-day management of the childminder's setting.

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provision

The childminder monitors the impact of her teaching and learning on the children. This helps her to establish which activities and learning environments work best, to support the children's interests, developing skills and abilities. Consideration to continuing her professional development helps the childminder to remain up to date with changes in practice and legislation. As a result, she continues to shape and extend her existing skills, providing constructive learning opportunities and experiences for the children in her care. The childminder is attentive to reflecting on her practice, by identifying strengths and areas for future improvement. Feedback, relating to the service she provides, is sought from parents and children. This information is used very well to help develop areas and adapt her facility in order to meet user needs.

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provision

The childminder nurtures purposeful partnerships with parents. A good two-way flow of information keeps them regularly updated about their child's progress and development. A daily record provides parents with detailed information about the day-to-day activities their children enjoy. Parents describe how their children are settled and happy. They are full of praise for the care that the childminder provides. They report that she is always cheerful and calm and they like how the activities are varied, well planned and stimulating for their children. They find that their children integrate very well and that the childminder is always clear and prompt with communications, which helps to keep them appraised about their children's daily exploits.

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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 EY474018 Local authority Cambridgeshire Inspection number 952198 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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Name of provider

Date of previous inspection not applicable

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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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