Childminder in Peterborough

Inspection date

Previous inspection date 16/07/2014 Not Applicable

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early years provision

This inspection: 1 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 1 The effectiveness of the leadership and management of the early years provision 1

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This provision is outstanding

 Through the proactive stance the childminder takes to training she has achieved an exceptionally good understanding of safeguarding issues. She is clear about how to keep children in her care safe from the risk of harm.  The superb breadth of activities and the individualised extension of learning to suit specific children illustrate the high quality teaching the childminder offers. This enables children to make rapid progress towards the early learning goals.  Parents are highly valued as their children's first educators and as equal partners in their learning. The childminder actively encourages their involvement and as a result mutually beneficial relationships develop.  The childminder has worked exceptionally hard to develop her setting through insightful self-reflection, analysis of the strengths and weaknesses and priorities for improvement.  The childminder prioritises children's learning in the prime areas and teaches children

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This provision is outstanding

new communication and language skills very capably.

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This provision is outstanding

 The childminder's garden is less well developed to offer children opportunities to engage in imaginative and scientific based play.

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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 in the childminder's house and talked with the childminder.  The inspector viewed the areas of the premises and garden used for childminding.

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Inspection activities

 The inspector looked at children's assessment records, planning documentation, evidence of suitability of household members, and a range of other documentation, including the safeguarding procedures.

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Inspection activities

 The inspector took account of the views of parents, as recorded in written survey responses.  The inspector reviewed the provider's self-evaluation document.

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Information about the setting

The childminder was registered in 2014 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner and two children, aged five years and one year, in a house in Stanground, Peterborough. The whole of the ground floor, one bedroom, the bathroom on the first floor and the rear garden are used for childminding. The family has a dog, a chicken and a rabbit as pets. The childminder attends toddler groups and activities at the local children's centre. She visits the shops and park on a regular basis. The childminder collects children from the local schools and pre-schools. There are currently six 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 round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. She is a member of Professional Association for Childcare and Early Years and

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Information about the setting

receives support from the local authority.

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

 enrich the outdoor learning environment further to offer children vibrant, varied opportunities to use their imagination and to explore early scientific concepts.

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who attend

Children have lots of fun at this stimulating, child-centred setting. They are highly interested and keen to learn as the childminder offers them innovative activities based on their specific interests. Through detailed discussion with parents at the beginning of each childminding arrangement, the childminder is able to plan effectively for each child right from the start. This joint assessment of children's learning needs continues throughout the time children attend, thereby offering a consistent approach to teaching and the children's learning. Thorough assessment and the tracking of children's development means that next steps in their learning are very precise enabling children to make rapid progress. This prepares children extremely well for their next stage of their learning, such as starting school.

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who attend

The childminder's unique approach means she plans extremely effectively for children's next steps in their learning by embracing their thoughts, ideas and interests. For example, the childminder keeps a 'children's interests' sheet in her portfolio in which she records any requests from children for activities or outings. Every wish is fulfilled and children look forward to these special times. On the day of inspection one such request was actioned as the childminder and children went for a bus ride 'on a blue bus'. Child-initiated play is fully acknowledged and enhanced. For example, children stand over the train track they have built and say 'I am being a bridge'. The childminder praises them for their inventiveness and asks them how they could build a bridge. Children decide to use building blocks and are soon immersed in constructing a tall, blue bridge. Throughout the activity the childminder speaks to children, offering them new language, such as

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who attend

'barrier' and 'signals'. Children's independence develops as she encourages them to place the signals on the track saying 'you can do this better than I can'. Children's communication and language skills develop quickly as the childminder uses each activity as an opportunity to add to their knowledge and understanding. For example, when children ask to paint, the childminder brings the paints and they choose the colours they would like to use. She invites them to squeeze the bottles chosen, naming colours as she encourages children to 'squeeze harder'. The childminder offers parents' evenings each term and produces a report summarising children's achievements so they are well informed of their children's progress.

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who attend

The childminder organises her home very successfully to encourage independent learning and has a plentiful supply of resources which are rotated to offer children activities aligned to their changing interests. The childminder fully recognises the outdoors as a beneficial learning environment and is actively considering ways to further enhance the provision. Young children happily explore the environment at their own pace, identifying risks and learning to solve their own problems. Older children are encouraged to make their own decisions and are well supported by the childminder who asks 'what', 'how' and 'why' questions, to develop their critical-thinking skills.

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who attend

The childminder works very closely with children's families and outside professionals, such as other early years settings children attend, to fully support their development. She shares children's learning journals and goes into the setting to speak with children's key persons about next steps and they exchange information about activities they have each offered. She also shares information with schools children attend and passes on information to parents. Children effectively gain an understanding of diversity and an appreciation of other people subtly through their play, discussions with the childminder and the variety of resources and activities offered. The childminder teaches children to take care of their world as they discuss recycling, and learn the meaning behind the slogan 'reduce, reuse recycle'.

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

The childminder gets to know children and their families extremely well. She offers them social events which help everyone get to know each other better. Her friendly, warm approach means parents feel relaxed and at ease in her company. The childminder therefore develops a deep appreciation of children's backgrounds, strengths and interests, enabling her to support and promote their well-being to a high standard. Children's emotional development is superbly fostered and they learn the value of positive interpersonal relationships as the childminder develops secure, trusting relationships with them. They feel safe and valued within the setting. For example, they sit and enjoy a cuddle with the childminder as they read a favourite story. The childminder offers parents a relaxed, unhurried verbal exchange of information each day so that children's changing needs are consistently met. Children demonstrate high levels of confidence and self-

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

esteem, and enjoy spending time in the childminder's company. The childminder has developed excellent relationships with the local school and pre-school to help children achieve smooth transitions. She takes younger children into the pre-school with her when she speaks with older children's key persons. This offers them relaxed opportunities to become familiar with the setting before they begin attending, in the company of a trusted adult.

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

Children are extremely relaxed and very much at home due to the excellent nurturing and care the childminder provides. She anticipates their needs to ensure they feel cherished and offers them frequent, heartfelt praise for their progress and achievements, encouraging their high levels of self-esteem. For example, she tells them 'fantastic, you are clever' when they wash their hands without a reminder. Children happily comply with rules and routines. The childminder's attention to detail means they experience a highly consistent approach to their learning. Children tidy toys away enthusiastically when the childminder tells them it is time for their snack and rush off to help prepare their apple.

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

Children develop a keen awareness of how to lead a healthy lifestyle. The childminder speaks with parents about healthy lunch box and snack provision and offers children healthy, nutritious foods herself which take account of fat, salt and sugar levels. The childminder and children grow their own peppers and courgettes, measure them, comparing the height they achieve and then cook them on the barbeque. Their physical development is superbly fostered as they are active and enjoy frequent, stimulating outings. For example, they visit local farms, play centres, garden centres, the library and music sessions. Outdoor physical play opportunities at the childminder's house are also given thought to ensure they meet children's emerging interests. For example, a football goal is purchased when children develop an enthusiasm for the game during the World Cup. Children learn about good health and hygiene practice as they discuss hand washing,

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

nose blowing and dental hygiene and how visits to hospital help to make them well.

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provision

The childminder has robust strategies in place to safeguard children, strengthened by her very secure partnerships with families. She is very aware of the need to liaise with other agencies and as a result, has undertaken additional training to inform herself of the correct procedures to follow. As a result, she is trained to a high level and has an excellent understanding of local safeguarding procedures. The use of comprehensive risk assessments enables the childminder to ensure children play in a secure environment and are safe when on outings. The childminder deploys herself well to meet all children's needs and promote their developing independence.

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provision

The childminder has has carried out an immense amount of research and embedded comprehensive teaching and management strategies to ensure that children enjoy a memorable early years experience during their time with her. Her understanding of the learning and development requirements is robust, enabling her to meet the specific needs of each child in her care. The childminder is reflective and her focused self-evaluation highlights the strengths and areas for development. She is proactive about monitoring her own practice, by speaking with other childminders and her local authority advice worker. She also takes advice from her local pre-school and compares what is offered. This enables her to accurately reflect on the needs of the setting and children as a whole.

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provision

Partnership working with other professionals is well established. The childminder has not yet cared for any children with special educational needs and/or disabilities or children speaking English as an additional language. However, she is full of ideas about how she would offer support should the need arise, and has sought advice and carried out her own research to ensure she is prepared. She has built excellent working relationships with parents, encouraging and highly valuing their active contribution to their children's life whilst with her. Parents join the childminder on outings and for family occasions. For example, they celebrate a birthday with a Hawaiian barbeque and all dress up in leis, grass skirts and brightly coloured shirts. The childminder demonstrates a very genuine wish to work closely with them to meet children's needs and has a clear understanding of the benefits of doing so. Parents speak very highly of the childminder, saying, they can

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provision

think of 'no improvements'. One sums up everyone's comments by saying that the childminder 'provides fantastic care, she is flexible with all my children's needs as well as mine'.

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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 EY467666 Local authority Peterborough Inspection number 953449 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 6

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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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