Childminder in Cambridgeshire

Inspection date

Previous inspection date 22/07/2014 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

 The childminder's teaching practice, along with well-planned learning opportunities, enable children to make good progress towards the early learning goals.  Partnerships with parents are good. Parents share information about children's achievements at home. This helps the childminder to plan individual, motivating learning opportunities for each child.  The childminder meets all safeguarding and welfare requirements. She gives priority to protecting children, and there are clear implemented procedures to follow to keep them safe and secure.  The childminder pays attention to continuing her professional development and reflecting on her practice. This enables her to develop and build on her existing skills, to provide varied learning opportunities to support children's achievements over time.

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It is not yet outstanding because

 Opportunities for children to extend their knowledge of natural materials and the natural world are not maximised in the outdoor environment.  The childminder does not yet use an extensive range of teaching strategies to enhance children's communication and language skills.

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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, and read questionnaires completed by parents currently using the provision.

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Inspection activities

 The inspector observed activities in all areas used by children both inside and in the fully enclosed garden outside.

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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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Inspection activities

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

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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 husband and their two children aged six and three years in Sawston, Cambridgeshire. The whole of the property and the rear garden are used for childminding. The childminder takes and collects children from local schools and pre-schools. There are currently six children on roll, two of whom are in the early years age group and attend for a variety of sessions. The childminder operates her service all year round, excluding Bank and family holidays. She is a registered 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 support for children's emerging investigation skills by extending the provision of natural resources in the outdoor environment

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

 enrich support for children's emerging language skills by extending knowledge of different teaching methods.

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who attend

The childminder has a good knowledge and understanding of how young children learn. As a result, she fully supports children to make good progress across both the prime and specific areas of learning. Prior to placement, the childminder takes time to meet with families. Together, parents and the childminder discuss the age and stage of their child. Parents shared information about what their children know and can do, and where they might need support. The childminder actively uses this information in order to plan a welcoming environment, which reflects children's interests and enables her to support their ongoing learning needs. The childminder undertakes regular assessment in order to support children's learning and development. This includes the progress checks completed for children aged between two and three years. The parents share these records and they are warmly encouraged to contribute their own observations relating to their children's

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who attend

ongoing achievements at home. The childminder uses all information gathered to plot the progress children are making towards the early learning goals. This process allows her to identify any gaps in learning. If this occurs, the childminder takes immediate action to minimise or close the gap, through planning further pertinent learning opportunities or by seeking support from other early years professionals. The childminder's good provision of teaching and learning ensures children are making good all-round progress. Children are embedding the skills they will need for later learning and moves on to pre-school or school.

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who attend

The childminder provides a good range of high quality resources inside. However, there is scope to enhance this outside by extending the provision of natural objects, enabling children to experience an even wider range of objects from the real world. The childminder uses a good range of teaching methods, which clearly provide good support when engaging and extending children learning. For example, she takes time, listening to children and interacting well with them. During conversations, the childminder makes sure that children have time to hear what she has said, think about what this means and then share their ideas openly. As a result, children are becoming confident communicators. However, there is scope for the childminder to enrich children's use of language for communication even further by extending her knowledge of different strategies. All children are acquiring the skills, attitudes, and dispositions of effective learners.

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who attend

The childminder and children's parents work together to support the learning and development of children. For example, information about holidays and wow moments at home, enables the childminder to plan more personally tailored learning activities for each child. For example, children enjoy trips to the seaside with their families. The childminder organises creative activities, which reflect this. Children enjoy creating their own beach in a bottle. They use their developing problem-solving skills to work out how they can get the sand, shells, and water into the bottle. The childminder plans well and provides a very good range of resources for children to explore and use, to help them with their 'tricky' problem. Children make independent choices and decisions; they decide that the best way to get the sand into the bottle is by using a funnel. Sorting and ordering the shells enables them to select the right sized ones to fit through the narrow neck of the bottle. They

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who attend

discover, with the pertinent input of the childminder, that when they add the water, the sand is the heaviest, so the shells sit nicely on top, and the water covers them all. Finally, by adding some blue food colouring, children talk excitedly about how the sea sometimes appears to change colour. This activity spurs children on; they immediately want to use their newfound knowledge and experiment further with it, creating rock pools on trays. This sparks further conversations and knowledge development. Parents are extremely pleased with how their children have settled so quickly and confidently. They say they would highly recommend the childminder to other families without hesitation.

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

Children are confident and self-motivated because the childminder warmly encourages them and provides plenty of purposeful praise and reassurance. This helps to raise their confidence and self-esteem, inspiring them to join in activities and relate to the childminder and each other without fear or being shy. As a result, children develop their personal, social, and emotional independence, helping them to make confident moves on to pre-school or school, when the time comes. The childminder takes the time to learn about and know children and their families very well. This promotes good relationships, warm bonds with children and the effective sharing of relevant information with their parents. Pertinent information includes the individual dietary, medical or religious care needs of each child. This then enables the childminder to organise nutritious menus and the safe storage of medications in order to meet the needs of children and help them

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

thrive in her setting. Parents find that the very good organisation of their children's care needs helps to provide them with the peace of mind to return to work.

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

At mealtimes, the childminder talks with children about what they are eating, helping them to develop an awareness of healthy eating. Children enjoy daily opportunities for outdoor play, throughout the year and in all weather conditions, providing it is safe. These opportunities enable them to learn more about the importance of fresh air and exercise their bodies need as they grow. Children demonstrate that they are clearly developing their understanding in relation to personal hygiene. For example, while playing outside on the adjacent playing fields, they talk about not touching or playing on areas where they have seen animals going to the toilet. In addition, children see to their personal hygiene needs well, for example, taking themselves to the toilet as necessary and without the need to be reminded, washing their hands independently.

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

The behaviour of children is very good. The childminder supports this through her sensitive but consistent approach in giving children clear boundaries. Children learn about what acceptable behaviour looks like and how this entails being considerate of others. Children also learn that what they do has consequences. For example, they realise that if they want to throw a ball or race around, then the outside play space is more appropriate to avoid accidents. Children develop positive attitudes to each other and their environment. They are encouraged by the childminder to tidy up when they have finished playing, and before moving onto something new, in order to avoid their toys becoming tripping hazards. There is a stimulating and welcoming environment. This supports the children's all-round development and emotional well-being, and provides a range of experiences that develop their independence and cooperation.

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provision

The childminder clearly understands her responsibilities in meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. Clear procedures are in place concerning safeguarding and child protection. The childminder has successfully completed relevant training in relation to this. She has a good knowledge and understanding about the signs and symptoms of abuse or neglect, and clearly knows how to make a referral should she have a concern about a child in her care. In addition, the childminder understands the importance of Disclosure Barring Service checks, and as such, never leaves a child unsupervised with other adults, except where the relevant checks are in place and parents' permission is in place. This practice protects children from harm and from potentially unsuitable adults. In addition, regular risk assessments and the retention of required documentation and relevant records, required by legislation, support the safe

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provision

day-to-day management of the childminder's setting.

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provision

The childminder is pro-active in seeking out further training to support her ongoing professional development. This attention to securing and developing knowledge enables the childminder to build on her understanding of child development, how young children learn and how best to monitor and assess their learning. As a result, she has furthered her understanding, for example, on how to assess the progress children are making in her care. This has enables her to review her assessment processes and refine these to more accurately match her planning to their individual learning styles. The childminder takes a reflective approach to managing her setting. Parents and older children share their views through discussions and by completing questionnaires. The childminder reviews these and implements ideas, where possible, to meet children's needs effectively and ensure the continuous improvement of her setting.

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provision

Partnership with parents are good. They comment on how much they appreciate the daily diaries, which provide them with an insight into their child's day, and also enable them to share messages from home. Parents state how impressed they are with the range of activities and the different foods their children get to taste. Parents report that they have no concerns and that they are extremely happy with the service she provides. The childminder cultivates positive professional working relationships with staff working within the other settings children currently attend. Time is taken to talk with key persons in these settings, to share information back and forth about the continuing progress and development of children. This enables both parties to build constructively and accurately on what children continue to know and understand.

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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 EY473840 Local authority Cambridgeshire Inspection number 952842 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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