Childminder in Cambridgeshire

Inspection date

Previous inspection date 21/08/2014 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 as a result of childminder's strong teaching and her insightful engagement in their activities. Assessments of children's progress are accurate and enable the childminder to plan for their next steps effectively.  Children have plenty of opportunities to enhance their physical abilities and good health with the childminder. This is because she ensures daily routines include plenty of exercise and nutritious, home cooked meals.  The childminder has a good understanding of local safeguarding procedures and risk assessments are diligently completed. As a result, children are well protected and safe in her care.  The childminder forms warm and trusting attachments with children and as a result, they feel confident and contented as they play and learn.

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It is not yet outstanding because

 The childminder has not explored further ways of encouraging all parents to share more information about their children's learning and development at home.

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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 accompanied her to the park with the children.

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Inspection activities

 The inspector spoke with the childminder and children at appropriate times throughout the inspection.  The inspector and childminder took part in a joint observation.

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Inspection activities

 The inspector took the views of parents into consideration and read letters provided for the purposes of the inspection.

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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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Information about the setting

The childminder was registered in 2014 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and one child aged two years in Ely, Cambridgeshire. The whole of the ground floor and the rear garden are used for childminding. One bedroom on the first floor is used for sleeping. The family has two cats as pets. The childminder attends local toddler and activity groups and lives in walking distance of the local school and pre-school. There are currently three 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, except bank holidays and family holidays. 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:

 explore further strategies to encourage parents to share more information about learning and activities that take place at home, contributing to children's progress.

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who attend

Children are cared for in a warm and welcoming environment where they have every opportunity to play and learn happily. The childminder has a good knowledge of how children learn and so provides a broad range of stimulating toys and activities to capture children's interests. For example, children look forward to making cakes with the childminder. They wait patiently as everything is gathered together and then take turns in weighing and mixing the ingredients together. The childminder enhances their learning well as she names each addition to the mixing bowl and talks about how heavy each ingredient should be. Children's mathematical development is fostered well as they count cake cases and sort them according to their colour. Even spilt flour on the table-top proves to be a good opportunity for young children to practise their early writing skills as they make marks with their fingers. Activities such as these teach even young children how to

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who attend

focus, listen and experience new things. These are all vital skills needed to help children prepare for the next stages in their learning at pre-school or nursery.

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who attend

The childminder ensures children's communication skills are enhanced as they play together. She frequently repeats their utterances and introduces new words whenever possible. For example, the childminder shows children an aeroplane as it flies across the sky. Children excitedly repeat the word plane as they wave frantically and suggest that it has gone to the shops as it disappears from view. These delightful conversations engage children well as the childminder supports them in becoming confident and proficient talkers. The childminder observes children as they play and tracks their progress against development norms. In this way, she is able to quickly gain a good understanding of each child's interests and areas of development that need support. Parents share information about their children when they first start with the childminder. Daily diaries are in place and this enables the childminder to keep parents well informed about children's progress.

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who attend

This complements the discussions that take place with parents on a daily basis as they drop off or collect their children. However, in some cases this is not altogether successful in encouraging some parents to share information about children's achievements, activities and learning at home. Consequently, opportunities to extend and build on children's interests are not maximised.

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

The childminder understands the importance of quickly forming strong attachments with young children and ensures she has sufficient knowledge about their likes, dislikes and care needs. The good partnerships that exist with parents contribute to this well. As a result, children feel happy and contented in the childminder's home. They cheerfully wave good-bye to their parents and quickly busy themselves as they move independently around her house, choosing their own playthings. Children's emotional well-being is ensured, as the childminder is sensitive to each child's needs. She gradually introduces them to new environments, such as the local toddler groups and has plans in place for children's eventual moves to pre-school and nursery. This supports children effectively at times of change and helps greatly with their confidence and self-esteem. Young children generally play well together and enjoy each other's company. Where slight disagreements

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

arise, the childminder intervenes sensitively by using distraction or gentle reminders and, in this way, even young children soon learn what is, and what is not, acceptable behaviour. The childminder offers plenty of praise as children begin to learn about sharing and taking turns, all of which are important lessons for very small children.

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

Children benefit from plenty of fresh air and exercise. They are able to play in the garden and make frequent visits to the local parks. Here, young children who are just beginning to walk are delighted as they can independently toddle around and generally practise their new-found skill. Other children learn how to take calculated risks as they use the climbing frame and, with the help of the childminder, carefully cross a small rope bridge. The childminder further promotes their good health by providing nutritious meals and snacks. Children enjoy the independence of sitting at their own small table and are able to wipe their hands and confidently feed themselves. These good routines support young children well as they grow and develop an understanding of following a healthy lifestyle.

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

The childminder provides a good range of resources that will promote children's learning well. Everything is stored safely and enables children to freely access toys that interest them. The childminder has high regard for children's safety as they play and ensures her home is clean and free from hazards before children arrive. Visits to the local area are also carefully considered and this helps children learn how to protect themselves. For example, the childminder has a strict routine for crossing the quiet residential road near her home. Children know when and where to stop, before looking for cars and listening carefully to the instructions from the childminder.

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provision

The childminder has good understanding of her safeguarding responsibilities according to the Early Years Foundation Stage. She has attended training and, as a result, knows how to identify concerns she may have about children in her care. The childminder has a range of policies and procedures in place and this further supports her work. Risk assessments are rigorous and carefully completed to keep children safe. All adults in the household have undergone the required checks to reassure parents of their suitability, thereby promoting children's welfare.

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provision

The childminder uses self-evaluation to identify her strengths and areas for improvement. She considers the opinions of parents and because of this; she is able to make informed decisions about her service. The childminder is eager to further develop her skills and has been proactive in gaining as much experience as she can. For example, the childminder has shadowed another experienced colleague to determine how best to develop her service to families and she has made contacts with other local childminders in her area. She has established the training courses she feels will be of help to her and incorporated these into the self-evaluation of her practice. This positive attitude ensures that children benefit from current childcare practices.

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provision

The childminder monitors children's progress and educational programmes. Partnerships with parents are generally good. Parents especially highlight how happy their children are to be spending time with the childminder and they appreciate that children are learning to share and take turns. Partnerships with other providers are also valued by the childminder. In discussions, she is able to identify which professionals to contact should she need support and the procedures she needs to share information, when eventually children become old enough to attend pre-school or nursery.

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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. We re-inspect nurseries and pre-schools judged as requires improvement within 12 months of the date of 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

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Grade Judgement Description

is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. Met There were no children present at the time of the inspection. The inspection judgement is that the provider continues to meet the requirements for registration. Not met There were no children present at the time of the inspection. 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 EY467982 Local authority Cambridgeshire Inspection number 961559 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 3

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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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