Childminder in Cambridgeshire

Inspection date

Previous inspection date 19/09/2014 05/03/2012

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early years provision

This inspection: 1 Previous inspection: 2 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's observations and assessments of children are informative, insightful and accurate. This means that she is able to plan stimulating experiences for children and their learning is enhanced to the highest level.  The childminder has an exceptional understanding of how children learn through play and how to enhance learning through skilled, purposeful interactions. Children benefit from this high level of teaching and as a result, make excellent progress towards the early learning goals.  Children demonstrate excellent attachments to the childminder. This is because; she is extremely skilled in nurturing each and every one, and places great value on their sense of security, happiness and well-being.  The childminder has an excellent understanding of safeguarding issues and promotes children's welfare to the highest degree. Consequently, children remain safe and healthy both indoors and when on outings.

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This provision is outstanding

 The childminder strives to improve her skills and knowledge constantly. This has a significant impact on children's experiences, care and learning and means they make excellent progress in their early years.

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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 home.

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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.

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Inspection activities

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

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Inspection activities

 The inspector looked at children's learning journals, planning documentation, the childminder's self-evaluation form and a range of other documentation.

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Information about the setting

The childminder was registered in 2007 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner and two children aged eight and 11 years in a house in Ely, Cambridgeshire. The whole of the house and the rear garden are used for childminding. The family has rabbits, fish and a cat as pets. The childminder attends a childminding group and 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 six children on roll, four of whom are in the early years age group who attend for a variety of sessions. She operates all year round from 7am to 6pm, Monday to Friday, except bank holidays and family holidays. She has a childcare qualification at level 3 and 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:

 implement plans to improve the opportunities, resources and activities even further, for young children to be introduced to mathematical concepts and explore number in a playful way.

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who attend

The childminder is highly skilled and demonstrates an excellent knowledge of how to promote children's learning through play. She provides a wealth of well-planned experiences that are tailored to each child's interests, and ensures there are plenty of stimulating opportunities to challenge children's thinking. As a result, even young children show the characteristics of mature, inquisitive and active learners. For example, young children are fascinated with a beautifully presented treasure basket. They take great delight looking at natural objects, such as, shells and feathers or small household articles, like, spoons and potato mashers. The childminder plays alongside children and offers support and encouragement though conversation and highly skilled interactions. Her questioning is well placed and allows young children time to consider what has been said and respond appropriately. Children's utterances are recognised and repeated by the

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who attend

childminder, and in this way children's communication skills are reinforced and they are making rapid progress in this area.

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who attend

The childminder encourages children to investigate and explore activities that she knows will interest them. She has an excellent insight into each child's abilities, because of the astute observations she makes and records on a regular basis. This way, the childminder is able to plan stimulating and well targeted experiences that will both challenge and extend children's learning to the highest level. For example, the childminder provides wonderful, creative activities for young children that will both enhance their sensory experiences and enable them to make their first marks on paper. This engages children extremely well as they enjoy the feel of paint between their fingers, and show great pleasure as they produce their first art work. These playful activities help children to develop the hand-eye coordination needed to use pencils and pens, as they get older and begin to understand about early writing and making their first marks. The childminder

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who attend

uses every opportunity to enhance children learning even further. Even the sound of the postman dropping letters through the letter box provides an excellent opportunity to teach children about meaningful text. Together they read each envelop and decide which family member the letters are for. These delightful, yet vital lessons help young children to understand how the written word conveys a message, and demonstrates how they are being well prepared for their next stages in learning.

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who attend

Parents are valued partners in children's learning and this is evident in the way the childminder both shares information and consults with them about children's progress. When first attending her setting, she encourages them to complete the 'All about me' document, and spends time discussing children's abilities and aspects of their development where they need more support. Daily discussions and diaries are used effectively which enables children's achievements to be celebrated and changes in routines to be shared. This excellent practice, diligently pursued by the childminder has a significant impact on the excellent progress that children make towards their early learning goals.

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

Children are happy and feel secure in the care of the childminder, because of the exceptionally strong emotional bonds that have developed between the two. The childminder has exceptional insight into each child she cares for and understands that for young children, the need for frequent cuddles, especially when waking from a deep sleep is crucial. Excellent partnerships with parents are embedded in the practice of the childminder and as a consequence, she is well informed of children's care needs and their preferences. Children's safety is paramount and there are well established routines in place to help keep them from harm as they play and visit the local community. The childminder understands that children need to learn how to protect themselves from harm by taking appropriate small risks. For example, the childminder carefully chooses the route they take to and from the local school. The variety of quiet roads and footpaths along

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

farmland helps children to familiarise themselves with possible hazards and how they can stay safe in these situations.

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

The childminder's home is welcoming and well-resourced with high quality toys and activities to support children's learning and development. Plans to further enhance children's opportunities to explore number and mathematical concepts are soon to be implemented and this supports young children's learning as they get older. The garden is well designed and offers space to enjoy physical exercise and entice children to explore the natural environment. The childminder helps them to adopt healthy lifestyles even further by planning nature walks and visits to friend's orchards where they pick apples. A healthy eating policy is shared with parents and they too are encouraged to help children to learn about nutritious meals.

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

The childminder supports children to become as independent as possible considering their ages. Young children enjoy learning to use a spoon at the meal table and take great delight in washing their hands before meals or after messy activities. Excellent consideration is given for children's emotional well-being as they experience changes in their lives. The childminder carefully plans settling in periods for new children, and this not only supports the new starter but also those children who are established in her home. The childminder has high expectations of children and has extremely good ways to encourage their positive behaviour. For example, the childminder has introduced 'Emily Bear' as a way to encourage young children to learn about sharing and taking turns. This innovative approach has had a good impact on children's understanding and supports them to socialise with peers successfully.

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provision

The childminder has an outstanding understanding of her responsibilities to ensure her practice meets the safeguarding and welfare, and learning and development requirements of the Early Years Foundation Stage. She has current knowledge of safeguarding procedures for her local area, and knows how to identify and report concerns she may have about children in her care. She has a wide range of policies and procedures to support her work which further protects children from harm. The childminder monitors children's progress and educational programmes diligently. In this way she is able to quickly identify children's strengths, and areas she needs to focus on in order that children make excellent progress. Self-evaluation is truly embedded in her practice and this enables her to reflect on how she can improve her service to children and families. She consults with parents and children alike and values their opinions and suggestions.

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provision

The childminder is conscientious about improving her knowledge and skills. She uses the internet and attends courses in order that she can provide the very best service to children. The childminder has a supportive network of childminding colleagues and others who help her to improve her practice. This has been of great benefit to both herself and the outcomes for the children. Parents share their positive feedback in letters and this reflects the extremely strong partnerships that the childminder fosters. Parents especially appreciate the way in which children are introduced into the childminder's home, and the way in which parents anxieties are also supported. They go on to say the childminder is 'friendly, caring and extremely professional,' and how they have 'been very impressed with the diversity of education.' The childminder also values partnerships with other providers in her area. She has excellent methods in place to share information about children and in

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provision

this way; they are supported in a coordinated manner. All in all, children benefit from the childminder's outstanding skill and dedication to her role.

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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 EY348025 Local authority Cambridgeshire Inspection number 873473 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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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

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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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