Childminder in Peterborough

Inspection date

Previous inspection date 29/08/2014 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

 The childminder observes children carefully and makes accurate assessments of their learning and development. This means that activities are planned to capture children's interest and offer challenge and support to enhance learning effectively.  The childminder provides a well-resourced, child-friendly home where children are happy to play and learn.  Children are happy and settled in the care of the childminder. This is because the childminder ensures she has plenty of information about their care needs and preferences.  The childminder has effective procedures in place to ensure her home is suitable for children to access. Consequently, they are able to play without fear of hazards and harm.

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It is not yet outstanding because

 Methods to engage parents in their children's learning at home are not wholly successful. As a result, some learning opportunities are occasionally missed.

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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.

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Inspection activities

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

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Inspection activities

 The inspector looked at children's assessment records, 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 child aged fifteen months in Peterborough, Cambridgeshire. The whole of the ground floor, one bedroom on the first floor and the rear garden are used for childminding. The childminder operates all year round from 7.30am to 6pm, Monday to Friday, except bank holidays and family holidays. The childminder attends toddler groups and other activities in the local area. She visits the shops and park on a regular basis and collects children from the local schools and pre-schools. There are currently three children on roll, two of whom are in the early years age group and attend for a variety of sessions. The childminder is a member of the Professional Association of Childcare and Early years.

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

 strengthen the already good partnerships with parents to encourage them to consistently share information about children's learning at home.

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who attend

The childminder has a good understanding of how children learn through play. She provides a wide range of toys and activities that will interest children and by playing alongside them, she supports their learning well. For example, children enjoy playing with a picnic set and take great delight in setting out different foods on plates. The childminder uses effective teaching strategies to extend children's learning by asking about the toy food and the various shapes of sandwiches, slices of cake and fruit. This helps children to begin to identify triangles, circles, squares and generally build their mathematical knowledge in a playful manner. The childminder also recognises the need to provide challenge for children and so introduces more complex shapes as they play. This not only enhances children's concentration well but also encourages them to think critically and puzzle things out for themselves.

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who attend

Children's communication skills are fostered effectively by the childminder. As they play, children ask questions, give instructions and use simple sentences to convey their wishes. This is because the childminder generally involves them in conversations and encourages children's speech by repeating their utterances and clarifying meaning. As a result, children are becoming confident talkers. Literacy development is encouraged by the childminder. She provides examples of words and letters around her home including colourful displays at child height on the wall and a range of favourite books. Children naturally show their curiosity about the words and pictures and in this way are being introduced to the notion that text carries meaning. Children have opportunities to paint, draw and play with dough. These activities not only allow children to explore their creative abilities but also help to build children's muscles and develop the hand-eye coordination

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who attend

The childminder observes children as they play and makes assessments of their learning. These are generally accurate and helps the childminder to consider children's next steps in learning and plan accordingly. Parents are well-informed about children's progress and when first starting, they contribute their ideas of children's abilities and areas where they may need further support. However, ways to further engage parents with their children's learning at home have yet to be consistently successful. This means that the childminder sometimes misses chances to follow up on children's new interests, trips or opportunities to celebrate achievements. The childminder makes good use of local toddler groups and other activities available in the local area. She incorporates these in her planning and in this way, children are able to experience a wide range of development opportunities across the seven areas of learning.

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

Children feel secure in the care of the childminder and this is due to the strong partnerships between the childminder and parents. The childminder makes good use of opportunities to share information at the beginning or end of the day and this means that the childminder is well-informed about children's care needs. Children's good health is given a high priority as the childminder ensures her home is safe, secure, clean and suitable for young children. The good practice also helps children to learn about keeping themselves healthy and they know they need to wash their hands frequently, especially before meals. Children enjoy visits to the local parks and are able to use the garden for physical exercise and fun. Here they begin to learn the benefits of being outside in the fresh air where they can be active and enhance their physical development well. During these play opportunities children are able to learn about taking small risks in their play and

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

how they can keep themselves safe. The childminder provides healthy snacks and plenty of drinks during the day. This helps to reinforce the importance of a good diet and establish good habits for later life. Children are encouraged to be independent according to their ages. For young children this means feeding themselves with finger foods and helping to prepare for nappy changing by finding changing mats and nappies. This gives them a sense of achievement and also boosts their self-esteem well.

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

The childminder's home is child friendly and has plenty of good quality toys that support development across the seven areas of learning. Children are able to choose their own activities and this means they are engaged and able to follow their own interests throughout the day. Generally children behave well because the childminder has firm boundaries in place to support even the youngest of children. She uses distraction and simple explanation well in moments of stress and this enables children to learn appropriate ways to behave in her home. The childminder prepares children for changes in their lives by taking children to toddler groups and other local activities. These regular visits offer a gradual introduction to a wider circle of friends and enable children to get used to different environments. This promotes their confidence effectively and helps prepare children emotionally for their eventual moves to pre-school or nursery.

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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. The childminder uses self-evaluation to identify her strengths and areas for improvement. She considers the opinions of parents and in this way she is able to make informed decisions about her service. The childminder monitors children's progress and the educational programmes effectively and ensures that any gap in her provision or children's progress are quickly identified. As a result of these good procedures, the childminder is able to address matters by planning accordingly and putting measures in place to ensure children are on target for meeting the early learning goals.

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provision

The childminder attends training where possible and ensures she stays abreast of current childcare legislation and best practice. She has made contact with other local childminders and has identified training courses to help her continual professional development. In this way, the childminder is able to learn from others experiences and children benefit from her improved knowledge and skills. Partnerships with parents are good. In discussions, parents are keen to explain the good progress that their children have made with the childminder. This is especially evident in children's communication skills. Parents also say how they appreciate the way in which the childminder upholds their own family values with regard children's behaviour and manners. Partnerships with other childminders are established and support children's needs well. The childminder has effective plans in place to establish working partnerships with other providers as children progress and begin to

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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 EY474850 Local authority Peterborough Inspection number 961543 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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