Childminder in Cambridgeshire

Inspection date

Previous inspection date 04/09/2014 06/01/2011

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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

 Children make excellent progress in their learning and development. A well-planned, engaging and imaginative educational programme covers all areas of learning and is tailored to individual stages of development.  The childminder has developed strong partnerships with parents and other providers to ensure there is a shared and consistent approach to supporting children's learning and development.  The childminder has formed strong bonds with the children she cares for and their behaviour is exemplary as a result of the childminders high expectations.  Children are robustly safeguarded as the childminder is highly knowledgeable about child protection procedures. Risk assessments contribute to children's safety in and out of the home.  The childminder demonstrates a strong drive for continual development of her provision. Self-evaluation is accurate and identifies areas for improvement. Ongoing professional development is valued and high quality supervision ensures assistants are

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This provision is outstanding

continually supported to improve their good practice.  Children are learning the importance of a healthy diet and lifestyle through daily routines and are effectively supported by the childminder to gain age-appropriate independence.

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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, her assistant and the children.

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Inspection activities

 The inspector looked at children's observations and assessment records, evidence of suitability of household members and a range of other documentation, including the safeguarding procedures and risk assessments.  The inspector viewed the areas of the premises and garden used for childminding.  The inspector reviewed the childminder's self-evaluation.

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Inspection activities

 The inspector took account of the views of parents and carers through written feedback and face to face discussions.

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Information about the setting

The childminder was registered in 1991 and is on Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and one adult child in house in St Ives, Cambridgeshire. The whole of the ground floor and the rear garden are used for childminding. The childminder attends toddler groups and activities at the nearby children's centre. She visits local shops and parks on a regular basis and takes and collects children from the local primary school and pre-schools. The childminder works with an assistant and co-minds with another childminder. There are currently 31 children on roll, 19 of whom are in the early years age group and attend for a variety of sessions. The childminder provides funded early education for two-,three- and four-year-olds. She operates all year round from 7.30am to 6.30pm, Monday to Friday, except bank holidays and family holidays. She is a member of Professional Association for Childcare and Early

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

 develop further the high quality mentoring and supervision of the assistant focusing astutely on the development of their teaching skills, to enhance the already excellent opportunities provided to children.

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who attend

Children are happy and interested learners who are working securely within their expected range of development. The childminder enthusiastically talks to children about what they are doing as they play, providing extra vocabulary and sensitively supporting quieter children. She talks knowledgeably about the children she cares for, discussing their current interests and next stages of learning. The childminder demonstrates a robust understanding of how to support children's development. For example, she is observed skilfully adapting activities for the different ages of children she cares for. The childminder is skilful in supporting children's critical thinking. She uses appropriate questioning and this supports children to find their own solutions to problems they encounter during their play. Occasionally the childminders assistant is not as skilful in fully extending children's learning. However, impact is minimal as the childminder demonstrate a strong ability to

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who attend

mentor and support her working team. As a result, all children are developing the skills they require for the next stages in their learning.

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who attend

Children's starting points are collected through robust discussions with parents and the childminder's own early observations. The ongoing learning and development of children is captured through observations and records of progress. This regular observation and assessment of children is accurate and used effectively to plan for their next stage of development. The childminder has good systems in place that actively engage parents in their children's learning. For example, daily diaries and verbal feedback are used to keep parents informed of their children's interests. In addition, the childminder loans resources, such as puzzles, ensuring that learning is promoted within the home environment. As a result, children are making excellent progress towards the early learning goals in readiness for school.

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who attend

The childminder provides a welcoming, creative and well resourced learning environment. Resources and activities are available across the seven areas of learning and are used well to support children's individual interests and stages of development. The childminder provides superb opportunities for children of all ages to develop physically. For example, older children have resources to practice climbing and balancing, while younger children have space to crawl and support to learn to walk. Early mathematical development is supported well as opportunities to count are weaved into the day. Children's early attempts at writing are supported and valued in a range of ways. For example, children make marks in the sand independently, attempting to write the first letter of their names. Pens and paper are freely available for children of all ages to access. Children are provided with some marvellous opportunities to learn about the natural world as they play with

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who attend

sand, mud and grass. The childminder reflects on the different ways in which children learn and they are enthusiastically supported to follow their own interests. As a result, children spend sustained periods of time engaged in activities which build and enhance their learning.

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

The childminder collects detailed information from parents before children start. As a result, she has a clear understanding of their routines, abilities and preferences. Consequently, children quickly settle in the childminder's home and demonstrate warm and caring relationships with her. Children of all ages show confidence and security as they freely move around the environment. They independently select toys and resources, asking for support when required. The childminder has a flexible and robust settling-in process, during which time she gets to know the child and family. This ensures their emotional well-being is fostered. Ongoing discussions with parents mean that routines are adapted to meet the changing needs of children as they grow and develop. This ensures continued, age-appropriate care is always provided. Children who are moving on to other settings or school are superbly supported for the transition. For example, the childminder

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

takes photographs of their new setting and shares these with the children. During the daily school collections they talk about the school and discuss key areas such as the classroom or where children line up. Older children are supported to learn self care such as managing shoes and coats and going to the toilet independently. This helps to ensure children are emotionally prepared for their next stage of learning.

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

Children are learning about health and hygiene through activities and daily routines. The childminder values outdoor play and children have free access to the garden. Excellent use is made of this additional space. Furthermore, regular visits to the local park and walks to local groups support children's understanding of the importance of physical exercise and fresh air. The childminder provides healthy meals and snacks, such as bread sticks, cucumber and hummus. Activities such as exploring different vegetables, further support children's understanding of healthy diet. Children are encouraged to smell, hold, talk about and taste a range of vegetables and share which ones they like.

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

The childminder is a good role model, demonstrating care and support for children. She gives clear messages about acceptable behaviour and as a result behaviour in the setting is exemplary. Older children sit and look at books together. Younger children are supported to watch out for babies as they move about. All children are able to age appropriately share resources and wait their turn. Children of all ages are learning to keep themselves safe. For example, while collecting children from school, the childminder talks to children about road safety and stranger danger. Younger children are supported to safely manage the low step into the garden, while older children think about if they need to wear hats. The childminder makes excellent use of the local environment, as she regularly visits local park and sports centres. This ensures that children have regular opportunities to further develop their social skills through outings to local activity groups.

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provision

The childminder has a robust understanding of safeguarding procedures and how to keep children safe from harm. She has attended child protection training and is aware of the possible indicators of abuse and how to proceed should she be concerned about a child. The childminder has an excellent range of policies and procedures in place, which are shared with parents. This means that she has clear guidelines to work to and is aware of her responsibility for keeping children safe. Furthermore, the childminder has safety equipment in place, such as cupboard locks and holds a current first-aid certificate. In addition, she has a set procedure in place in the event of having to evacuate the house. The childminder has ensured that her assistant and members of the household are vetted suitably. As a result, children are cared for in a safe and secure environment.

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provision

The childminder is skilled and experienced and demonstrates a strong drive to develop her practice. This has allowed her to fully implement the recommendations from her last inspection. The childminder continues to develop and refresh her knowledge through additional training and reading articles in professional magazines. The childminder regularly monitors and tracks children's progress and puts into place her new learning to further support children's development. For example, following Every Child a Talker training she has purchased new resources to support children's language development. As a result, children are making excellent progress towards the early learning goals. The childminder completes accurate self evaluation of her provision. She identifies her own priorities for improvement, such as further developing the outside environment. The childminder regularly supports and monitors the practice of her assistant. Regular

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provision

supervision and ongoing training ensures that the already good skills of the assistant are monitored and there is effective support in place to bring about further improvement. The childminder has excellent communication with parents and carers about children's care and learning. Strong partnerships have been established. During the transition process, she shares policies and procedures and talks about how she supports children's learning and development. She shares children's learning on a regular basis and gives ideas and support to help with further learning at home. Parents give powerful accounts of how the childminder has helped their child to grow and develop. They warmly praise the childminder, valuing the support she provides. For example, they report that she has helped with claims for nursery education funding and preparation for the transition to school. Where children attend more than one setting, the childminder has developed

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provision

superb links. A two way flow of information ensures that the childminder is able to fully support children in all stages of their learning and development.

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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 222207 Local authority Cambridgeshire Inspection number 854611 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 Number of children on roll 31

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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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