Childminder in Cambridgeshire

Inspection date

Previous inspection date 30/10/2014 26/11/2008

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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

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This provision is good

 Children make good progress in their learning and development. The childminder has a good understanding of how children learn, which she promotes well through child- initiated and structured activities, which are stimulating and challenging.  The childminder places high priority on children's safety. She has a secure knowledge and understanding about her role and responsibility to protect children and keep them safe from harm.  Children have established strong bonds and attachments with the childminder. This promotes their feelings of safety and security, and they display good levels of confidence and self-esteem.  The childminder is keen and committed to developing her practice in order to build on and extend the learning and development of children in her care.

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It is not yet outstanding because

 The childminder does not always make the best use of everyday opportunities to extend children's learning and next steps to the highest level.  Partnerships with parents and other early years providers are less well established regarding sharing more precise information about next steps in children's learning to fully promote consistency in supporting them to reach their best potential.

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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 and the outside play area, and had a tour of the areas used for childminding.  The inspector spoke with the childminder and children at appropriate times.

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Inspection activities

 The inspector reviewed a range of documentation that the childminder uses to support her practice, including policies, attendance register and records of children's progress.  The inspector checked evidence of the suitability of all occupants in the household.  The inspector checked the childminder's evidence of self-evaluation.  The inspector took account of the written views of parents.

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Information about the setting

The childminder was registered in 2008 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children in Ely, Cambridgeshire. All areas of the house are used for childminding and there is an enclosed garden for outside play. The childminder operates from 7.30am to 5.30pm, Tuesday to Thursday each week, all year round, except for bank holidays and family holidays. There are currently eight children on roll, three of whom are in the early years range and they attend on a part time basis. The family has one dog. 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:

 enhance the good teaching further by making the most of every learning opportunity that occurs, to consistently extend children's learning

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

 extend the good relationships with parents and other early years providers further, by sharing more precise information about children's next steps in learning, to fully complement children's learning and development at home and at other settings.

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who attend

The quality of teaching is good. Children make good progress given their starting points and capabilities. The childminder provides exciting and stimulating activities to encourage children to explore and investigate. For example, children enjoy discovering the changing texture of cornflour and water when mixed together. The activity is provided outdoors and children are free to explore and follow their own interests, which supports their engagement and curiosity. The childminder adds everyday items, such as, funnels, jugs and spoons to encourage children to manipulate tools and develop manual dexterity. She adds Halloween items, such as, sequin bats, plastic spiders, pumpkins and toy snakes. When these sink to the bottom, children enjoy the sensation of the gloopy mixture at the bottom of the water table as they retrieve them. The childminder adds flowers and herbs to the mix, which encourages children to explore all their senses as they sniff and notice

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who attend

different fragrances. However, occasionally the childminder does not always seize on spontaneous opportunities to extend children's learning and critical thinking. For example, when she adds food colouring to the mix, she does not notice the children's curiosity as the colour puddles and spirals before becoming absorbed, and she does not extend their language and thinking. When a child notices a bat and correctly identifies that bats come out at night, she does not extend this learning further. In spite of this, children derive immense enjoyment from the activity and are engaged in their exploration for a long time.

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who attend

The childminder makes effective use of the observations of children's progress. Accurate assessments of their progress inform planning to meet children's precise needs. As a result, the childminder provides a broad range of stimulating activities, which challenge children. Consequently, children demonstrate the characteristics of becoming effective learners and make good progress. The childminder values the benefits of playing and exploring outdoors, and provides a rich outdoor environment with many natural resources, such as, logs, fallen leaves, pinecones, stones and seashells. These stimulate children's curiosity as they learn about the natural world. The childminder supports mathematical development as younger children begin to count seashells and recognise patterns and shapes. Children enjoy choosing stories from a varied and well-stocked book store. The childminder and older school-aged children read stories to younger children.

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who attend

Consequently, children begin to develop a love of books. There are daily opportunities for mark making. Children are ready for school when the time comes because they acquire a range of skills to support their future education, as well as developing a positive attitude towards learning.

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who attend

Partnerships with parents are good. The childminder shares information about children's progress through daily verbal exchanges and through a secure online facility, where parents also comment about the information provided. The childminder has not yet included information linked to the next steps planned for children's progress, so that parents can work on these more precisely at home in order to promote consistency and support children to reach their best potential. Parents comment they are happy with the progress their children are making.

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

The childminder has developed effective settling-in procedures, which are tailored to the individual needs of each child. This is because the childminder understands that children need to feel safe, secure and confident before they show an eagerness and readiness to learn. The childminder understands that some children may need longer to settle than others and ensures she is flexible to meet their specific needs with parents. This approach effectively supports children's emotional wellbeing and provides the smoothest of starts for them.

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

Children are encouraged to become independent in their play and in their personal hygiene and self-care. The childminder gently reminds children to wash their hands after playing in the garden. Children independently access the toilet when needed and are conscientious in washing their hands afterwards. Children's intimate care routines are sensitively met. The childminder uses these times to embed warm relationships with children, through playful interactions and singing songs. This supports children's sense of belonging, security and their emerging communication and language development. The childminder supports children to develop healthy lifestyles through regular outdoor play and activity. Where parents provide packed lunches for their children, the childminder supports them to include healthy food choices, such as fruit and yoghurts. The childminder provides food for older children, which promotes healthy choice, such as,

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

The environment is welcoming, friendly and very well resourced. Resources are mostly stored at low level, which encourages children's free choice and engagement. The childminder is creative in providing activities to challenge and stimulate children. For example, children engage in sieving sand to find stones and the childminder uses herbs grown in her garden, such as sage and rosemary, to extend sensory experiences in messy play activities. Children's behaviour is well managed. The childminder shares the house rules with children and their families, which promotes trust and respect for one another and the childminder's property. The childminder frequently praises children's efforts and achievements. As a result, children are confident and happy. The children are well supported for the next stage in their learning, such as pre-school and school. The childminder promotes familiarity with these environments through regular visits and

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

opportunities to meet adults who work there. This supports children's emotional wellbeing as they adjust to times of change.

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provision

Safeguarding arrangements are strong. The childminder understands her role in protecting children from harm and understands to the procedures to follow should she have a concern about children's welfare. Risk assessments are thorough and, as a result, children are cared for in a safe environment. Children are supported to learn to manage their own risk. For example, younger children negotiate single low steps in the garden and all children learn about road safety on outings. The childminder has a current paediatric first- aid qualification and is able to give suitable treatment in a medical emergency. Sampled documentation and records are well maintained and give a good indication that all required documentation is in place and firmly underpins children's safety and welfare. This includes the vetting procedures to assess the suitability of the childminder and other adults in the household.

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provision

The monitoring of children's progress is good. The childminder knows children who attend very well. This means she is able to identify any gaps in progress swiftly and seek appropriate interventions with children's parents to ensure all children make good progress. Following consultation with parents, the childminder has recently introduced an electronic system, which enables the sharing of observations and assessments with parents through a secure online facility. Feedback from parents regarding this process is very positive. The childminder uses her knowledge of children and assessment of their progress to identify their next steps in learning and development. However, this is not yet shared with other early years providers in order to promote a fully collaborative and consistent approach to supporting children's learning and development.

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provision

The childminder's self-evaluation is accurate and identifies areas for development, which are focused on the needs of children who attend. For example, the childminder recognised her knowledge regarding boys' development was less effective. She sourced training to enhance her knowledge and, as a result, she demonstrates a good understanding of how to ensure the environment supports boys' development more strongly. For example, she ensures there is always an opportunity for outdoor physical play either in her garden, or visiting the local park. The childminder constantly reviews her practice and assesses the effectiveness of the activities she provides to challenge and stimulate the children's enjoyment, engagement and progress towards achieving their next steps. Partnerships with parents and other providers are good. The childminder has an effective system to share her observations with parents and she discusses children's progress through verbal

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provision

daily exchanges. Parents are encouraged to contribute to self-evaluation through daily verbal exchanges. The childminder intends to develop this further by seeking their views through a parent questionnaire. Feedback provided by parents for the inspection is overwhelmingly positive. Parents typically comment their children are happy, well settled and make good progress. Children also comment they are happy and enjoy the things they do with the childminder.

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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 EY371036 Local authority Cambridgeshire Inspection number 858039 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 8

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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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