Childminder in Cambridgeshire

Inspection date

Previous inspection date 18/07/2014 24/10/2008

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early years provision

This inspection: 1 Previous inspection: 1 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

 The childminder has an excellent knowledge of child development and how to support children's learning. This underpins the meeting of the learning and development requirements of the Early Years Foundation Stage.  The high quality, well-organised resources allow children to make independent choices in their learning and become engrossed in their play. The childminder is able to provide an inspiring environment that enables children to make exceptional progress in their learning.  Partnerships with parents are excellent ensuring children's individual needs are identified from the beginning and extremely well supported throughout their time at the setting.  Children's safety and well-being are given extremely high priority. The childminder works very well with his co-childminder to ensure all children are well supervised at all times.  The childminder uses self-evaluation to identify specific improvements to practice. As a

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This provision is outstanding

result, he is able to provide extremely supportive relationships and an outstanding environment for children to learn in.  The childminder demonstrates an excellent knowledge of safeguarding issues and regularly attends training to ensure his knowledge is up to date. Therefore, children's safety and well-being are exceptionally well promoted.

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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 and children at appropriate times throughout the inspection.  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 the suitability of household members, and a range of other documentation, including the safeguarding procedures.  The inspector carried out a joint observation with the childminder.

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Inspection activities

 The inspector took account of the views of parents and other professionals, as recorded in written questionnaires and reference letters.  The inspector reviewed the childminder's hardcopy self-evaluation form.

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Information about the setting

The childminder was registered in 2002 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. He lives with his wife and two adult children in a house in Cambridge, Cambridgeshire. The whole of the ground floor, three bedrooms on the first floor and the rear garden are used for childminding. The childminder usually co-childminds with his wife who is also a registered childminder. He attends a toddler group and activities at the local children's centre and visits the shops and park on a regular basis. The childminder collects children from the local schools and pre-schools. There are currently 22 children on roll; 10 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 bank holidays and family holidays. The childminder holds an early years qualification at level 3.

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

 enhance the already excellent early reading opportunities for children in the outdoor area, for example, by adding signs and labels so that children continue to practise their emerging reading skills in various contexts.

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who attend

The childminder provides highly effective activities and experiences to extend children's learning in all areas. He has an excellent understanding of child development and therefore, is able to support and effectively challenge children to acquire new skills. For example, children throw beanbags into a net trying to reach the high score. The childminder challenges older children to move further away, take turns and persevere. When children want to catch the beanbags, the childminder gives calm, clear, sensitive instructions on strategies to learn this skill. He praises children for efforts and achievements and the children extend this by cheering each other on. The activity develops children's physical coordination and personal development as they support each other and the childminder to achieve new abilities in a fun and motivating way. The childminder expertly develops children's problem-solving skills. He places extremely high

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who attend

value on children's questions and responses, giving them time to process thoughts and express their views. For example, while making a puzzle, the childminder talks about and models strategies to complete the puzzle. Children suggest that some pieces do not fit. The childminder enables them to go through the strategies until the children have come to the conclusion as to whether or not the pieces fit in the spaces. Together, he and several children work on the puzzle until it is complete. The childminder enhances children's communication and language development. He skilfully builds on children's vocabulary by introducing new words, repeating and reinforcing them throughout their play. Children enjoy stories with the childminder. They sit comfortably on the settee in a group, as the childminder reads the story. The children's exceptional listening skills and the childminder's enthusiasm for the story means children

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who attend

concentrate from the beginning of the story to the end because they truly enjoy the interactions. The childminder takes every opportunity that he can to turn into a moment of learning for children. For example, he encourages children to compare their heights with the tall tower of bricks they have built and he counts poppers on babies' clothes during nappy changes promoting mathematical concepts. Children are curious, eager and motivated to learn, which is superbly supported by the childminder and his timely intervention in their play. For example, children find a snail in the mud kitchen. They ask curious questions about how the snail got there and discuss how fast it can move. The children decide they want to make the snail a bed of mud. When they put a lid on the pot the childminder encourages them to think about whether or not it is suitable. The children then find a sieve to use because the 'holes will let the snail breathe'. Reading materials

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who attend

and labels are abundant indoors. However, there is scope to further extend opportunities for children to experience more emerging reading activities, for example, by adding signs and labels to the outdoor area or simple recipes to the mud kitchen.

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who attend

The childminder works extremely closely with parents and they frequently discuss children's progress record, assessment and plans for future development. When children begin attending, baseline information from parents and the childminder's own observations are used to determine children's starting points. The childminder makes frequent observations reflecting on what interests children, and how they can learn. For example, he articulately explains that the paintbrushes and water are set up for children to practise their large muscle movements and that these need to develop before their small finger muscles in preparation for future writing skills. This excellent knowledge of child development underpins the meeting of the learning and development requirements of the Early Years Foundation Stage. The childminder identities children's next steps and uses inspiring planning, which supports children to make very rapid progress in their

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who attend

learning from their starting points. The childminder provides learning journey information to other settings that children attend on leaving his care. Children benefit from superb continuity of care and learning and as a result, children make remarkable progress and are exceptionally well prepared for their future learning.

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

The childminder builds excellent relationships with parents, supporting the ongoing exchange of information about children. This contributes to children forming secure, trusting attachments and feeling confident to explore the environment and express themselves. The childminder is considerate and notices what children are doing, offering them praise for efforts and a haven for staying safe. For example, babies indicate they want to play on cars and climbing frames. The childminder helps them to get on the equipment. Staying very close by, he is able to read the signs of distress of young children in order to reassure them and support their movements safely. Children, therefore, grow in confidence and feel positive about their learning and this prepares them well for the move to school. Children settle-in quickly through a gradual process. Pictures of children's families are on display, recognising and respecting their backgrounds and uniqueness and

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

giving them a sense of belonging. The childminder also supports moves to new provisions, such as nursery or school by sharing information with the other professionals and visiting with the children. This promotes superb continuity of care.

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

The childminder makes remarkably good use of praise to promote children's positive behaviour and self-esteem. He provides consistent boundaries, therefore, children behave well because they know what the childminder expects of them. Children display highly developed social skills. The care, concern and affection that children show for each other is genuinely heart-warming. For example, older children gently ask younger children for a paintbrush they are holding. When the babies are reluctant to let go, the older children wait patiently for the younger children to finish. Children move out of the way of the swings to keep themselves safe and encourage others to do the same. This highlights their keen sense of personal safety for themselves and others.

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

Children are offered a wealth of daily opportunities to understand the relevance of healthy lifestyles. For example, drinks are available all the time for the children and the childminder encourages them to consider whether or not it is too hot to play outside, and what they can do to cool down. Nappy changes are efficient and hygienic. Fresh, home- made food is prepared for children and they understand the importance of eating their savoury before having a sweet treat. Hygiene is extremely important and the children dry their hands on paper towels. The childminder monitors sleeping babies through a digital video system and highly comprehensive risk assessments ensure children's safety is extremely well promoted. Resources are of high quality and extremely well organised so that children can be self-sufficient in their play, exploring and investigating activities as they choose. Children take responsibility for their own personal care and are highly

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

independent in doing this. For example, they fetch their own sunhats and manage their toileting needs independently.

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provision

The childminder maintains all safeguarding and welfare requirements of the Early Years Foundation Stage to the highest level. This ensures children are safe and protected while in his care. Children's welfare is very well considered and this is supported by thoroughly robust safeguarding procedures. The childminder demonstrates excellent knowledge of safeguarding issues and regularly attends training to ensure his knowledge is up to date. All members of the household have been checked and the childminder has thorough knowledge of the procedures to follow in the event an allegation is made. Children's safety is of the utmost priority to the childminder who demonstrates an excellent understanding of his role and responsibilities to protect the children in his care. Extremely comprehensive risk assessments are carried out on the childminder's home and for outings. He reviews and amends assessments as needed, implementing the safety measures and therefore,

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provision

promoting children's safety. The childminders at this joint childminder setting work extremely effectively together. For example, continuous communication about the location of themselves and the children and what they are all doing, actively supports children's health, welfare and development.

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provision

The childminder attends training regularly, building on his early years qualification and already excellent knowledge of children. He uses self-evaluation to precisely and thoroughly identify areas for improvement. For example, the writing of the daily diary is no longer occurring because it takes time away from children and the detailed verbal exchanges with parents cover all information that would have been recorded. The childminder plans to implement a new form of observation to extend his already excellent understanding of children's interests during their play. The childminder monitors children's learning using appropriate guidance. He carefully considers that educational programmes are meeting children's individual learning needs and interests. As a result, children thrive in this dynamic learning environment.

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provision

The childminder establishes excellent partnerships with parents from the beginning and encourages them to take part in their children's learning. The childminder celebrates children's achievements with the parents and offers written summaries every three months in order to ensure exceptional continuity of care during their time with the childminder. Children and parents give their views daily through verbal exchanges and by way of regular questionnaires, which consider the voice of the child. Reference letters prepared for the inspection by parents state they are extremely happy with the care provided. The childminder has established excellent communication and partnerships with other professionals, such as those where children attend. This prepares children well for school as the childminder takes advantage of promoting children's learning with other early years providers and schools.

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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 EY251306 Local authority Cambridgeshire Inspection number 848366 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 22

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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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