Childminder in Cambridgeshire

Inspection date

Previous inspection date 25/09/2014 23/09/2008

p.1

early years provision

This inspection: 2 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 2 The effectiveness of the leadership and management of the early years provision 2

p.1

This provision is good

 Children make good progress in their learning and development. This is because the childminder knows the children well, and has a very good understanding about how they learn through fun-based play and investigative opportunities.  The childminder builds strong attachments with the children she cares for. As a result, children are confident and ready to learn, which prepares them well for the next stage in their learning.  Partnerships with parents are very good. By working closely together, the individual care and educational needs of each child are fully discussed, understood and met.  Safeguarding procedures are strong. The childminder has robust procedures in place which means children are well protected and learn about keeping themselves and each other safe.  The childminder provides a welcoming and stimulating learning environment in which children are safe, secure, happy and confident.

p.1

It is not yet outstanding because

 Children are not always given sufficient time to reflect and respond to questions. This means opportunities to promote very good communication and language development are not always maximised.

p.1

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

p.2

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.

p.2

Information about this inspection

The provision is also registered on the compulsory part of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

p.2

Inspection activities

 The inspector viewed activities in the childminder's home.

p.2

Inspection activities

 The inspector reviewed a range of documents that the childminder uses to support her practice.  The inspector took account of the written views of children and parents.  The inspector checked the childminder's evidence of self-evaluation.  The inspector checked evidence of the suitability of all occupants in the household.

p.2

Information about the setting

The childminder was registered in 2004. She lives with her husband and child aged 13 years, in Huntingdon. The whole of the childminder's house is used for childminding and there is an enclosed garden for outside play. The childminder is registered on the Early Years Register and the compulsory part of the Childcare Register. The childminder is currently minding one child under five years of age and four children over five years of age on a part-time basis. The house is within walking distance of local amenities such as schools, the library, shops and parks. The family have two pet dogs and fish. The childminder is accredited to access nursery education funding. The childminder is available from 7.30am to 5.30pm five days a week except for bank holidays and family holidays. The childminder is a member of the Professional Association for Childcare and Early Years.

p.3

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

 strengthen the already good teaching strategies further by considering ways to enhance understanding and teaching of communication and language development to promote children achieving their best potential.

p.3

who attend

The quality of teaching is good. Children make good progress given their starting points and capabilities. The childminder understands how children learn best through a range of interesting and stimulating activities which follow their interests. She knows the children very well and is skilful in providing challenging activities which encompass their interests and the breadth of the seven areas of learning and development. However, occasionally, the childminder asks questions in rapid succession, and sometimes talks very quickly. This means children are not given time to reflect and form a response, or time to hear and recognise individual words in conversation. This means that opportunities to fully promote children's communication and language development are sometimes missed. Children especially enjoy reading stories and looking at books with the childminder. The childminder supports this growing love of books with regular visits to the local library,

p.3

who attend

where children enjoy listening to stories with other children, and choose books to share with the childminder. This supports their growing literacy skills, and the childminder skilfully encourages children to think critically by asking developmentally appropriate questions, such as 'Where is his nose?', and 'Where is your nose?' with younger children. During school holidays when older children also attend, visits to the library continue, which means younger children's routines are not disrupted, and older children engage in literacy initiatives at the library, such as summer reading challenges. Consequently, older children are supported in their developing literacy skills. Children enjoy playing with wooden trains and train track. When part of the track becomes separated, the childminder supports children to think about how to rebuild it. Consequently, children begin to solve problems and think creatively about their play. There is a clear system to evidence, monitor and

p.3

who attend

track children's learning through effective and accurate observations and assessments. This information is shared regularly with parents, and with parental contribution, next steps in children's learning are identified and well planned for. Consequently, the childminder has a clear knowledge and understanding of children's individual needs. The childminder knows the children very well and provides interesting and challenging activities which take into account the children's individual interests. As a result, children demonstrate the characteristics of effective learners and make good progress. Children are, therefore, ready for school when the time comes because they have a wide range of skills to support their future education together with a positive attitude to their learning.

p.4

who attend

The childminder makes effective use of the observations and tracking children's progress with accurate assessment which means any gaps in children's progress are identified swiftly. The childminder understands the benefits of seeking appropriate professional support with parents, in these instances, to target children's development to close such gaps rapidly. Subsequent progress is monitored closely to ensure children do not fall behind. This means children are well supported to achieve their best potential.

p.4

who attend

Parental involvement in their children's learning is strong. Parental feedback shows that they are fully informed of their children's progress. For example, the childminder seeks parents' contributions to identify children's next steps in learning, and supports children's learning at home by suggesting activities parents can try at home with their children. Consequently, the childminder gains a very accurate picture of the child's all-round development, and children benefit from a collaborative approach. This results in children making good progress.

p.4

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

The childminder develops very positive relationships with the children and their families. Parents comment that they find the childminder very supportive, especially during times of change for their children. The childminder has an effective settling-in procedure which is flexible and adaptable to ensure individual children's needs are met. The childminder understands the importance of children feeling safe, secure and confident before they show an eagerness and readiness to learn. This approach effectively supports children's emotional well-being and provides the smoothest of starts for them. Parents comment that their children's emotional well-being is especially well supported. Children generally stay with the childminder for a number of years, and older children comment how safe they feel and are supported to discuss their worries with the childminder.

p.4

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

The environment is stimulating, friendly and well-resourced with a wide and varied range of activities to cover the breadth of the seven areas of learning and development. Resources are stored at low-level to encourage children's engagement. Children's behaviour is well managed. The childminder gets down to the child's level and calmly sets out her expectations. The focus is on a positive atmosphere of mutual trust and respect, the childminder focuses on praise of children's efforts and achievements. Consequently, children understand what is expected of them, and become confident. Children are well prepared for the next stage in their learning. The childminder regularly collects children from the local school, and enjoys positive relationships with the staff there. This means children become very familiar with the school environment and staff, which supports their start at school when the time comes.

p.4

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

The childminder supports children to follow good hygiene practices by ensuring they wash their hands at appropriate times and models good practices herself. Intimate care routines are sensitively met and seen as an opportunity to embed warm and respectful relationships through simple bonding games, such as peek-a-boo. This enriches the bond and is effective in supporting children's well-being and self-confidence. The childminder supports children to establish healthy lifestyles by promoting regular exercise through frequent visits to the parks, and opportunities to play outside. Children bring their own food to eat, and the childminder supports them to develop healthy eating habits as she issues guidance to parents on healthy food choices, and models healthy eating when she eats with the children. Where light snacks are provided for older children these include fruit and a choice of rice cakes and bread sticks for example.

p.5

provision

Safeguarding arrangements are strong. The childminder understands her role in protecting children from harm and is aware of what to do should she have any concerns about children's welfare. Risk assessments are thorough and as a result, children are cared for in a safe environment. The childminder has a current paediatric first-aid qualification and is able to give suitable treatment in a medical emergency. The childminder regularly practices emergency evacuation procedures with the children, which means children are well protected and learn how to respond appropriately and safely in the event of an emergency. Sampled documentation and records are well maintained, giving a firm indication that all required documentation is in place and firmly underpins children's safety and welfare.

p.5

provision

The childminder has a good understanding of her responsibilities in the learning and development requirements of the Early Years Foundation Stage. Children's progress is well monitored and any gaps in development are identified swiftly. This means the childminder is able to respond quickly to individual children's needs. She monitors progress closely to ensure gaps are closing, and is knowledgeable about how to seek professional guidance if it is required. Consequently, children and their families are well supported.

p.5

provision

Partnerships with parents and other professionals are strong and contribute to the good progress that children make. This results in a joined up approach from all those involved in the child's life, providing continuity and every opportunity for children to reach their full potential. Self-evaluation is accurate, and the childminder seeks parental contributions to identify areas for improvement. Parental feedback is very positive. Parents comment about the good progress their children make and children comment that they have fun, and learn things about the world and the childminder is kind.

p.5

The Childcare Register

The requirements for the compulsory part of the Childcare Register are Met

p.6

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

p.7

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.

p.7

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.

p.8

Setting details

Unique reference number EY285580 Local authority Cambridgeshire Inspection number 856287 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 5

p.8

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.

p.8

Type of provision

For the purposes of this inspection the following definitions apply:

p.8

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.

p.8

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.

p.8

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.

p.9

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,

p.9

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’.

p.10

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.10