Childminder in Cambridgeshire

Inspection date

Previous inspection date 19/11/2014 14/05/2012

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early years provision

This inspection: 2 Previous inspection: 3 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 quality of teaching is good. Children make good progress as they happily engage in purposeful learning experiences delivered through play.  The childminder has an effective process of self-evaluation to identify areas of development for care and education practices. As a result, children are well cared for according to their needs.  Partnerships with parents are good and ensure children's individual care needs are identified from the beginning and are well supported throughout their time at the setting.  Children play in a safe and secure environment. The childminder gives priority to protecting children, and there are clear procedures implemented to keep them safe.

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It is not yet outstanding because

 Parent are not always effectively encouraged to provide healthy food for their children.  The childminder does not always maximise opportunities to support young children's understanding of English by naming objects as they play.

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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.  The inspector viewed the areas of the premises and garden used for childminding.

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Inspection activities

 The inspector looked at children's assessment records, planning documentation, evidence of the suitability of the childminder and household members, and a range of other documentation, including the safeguarding policy.  The inspector took account of the views of parents.

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Information about the setting

The childminder was registered in 2011 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and three children in Cambridge. The whole of the ground floor and the front garden are used for childminding. The childminder attends local toddler groups and music groups. She visits the shops and local parks on a regular basis. She takes children to, and collects children from, the local schools and pre-schools. The childminder supports a number of children who speak English as an additional language. There are currently four children on roll who are in the early years age group and attend for a variety of sessions. The childminder holds a relevant qualification at level 3. She operates all year round from 7.30am to 6pm, Monday to Friday, and occasional weekends, except for bank holidays and family holidays. The childminder is a member of the Professional Association for Childcare

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

 enhance the good health of children further, for example, by encouraging all parents to provide healthy snacks for their children

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

 promote children's developing use of English, for example, by consistently giving them the names of toys and equipment as they play.

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who attend

Children have access to a good variety of toys and resources that cover all seven areas of learning in both the indoor and outdoor environments. The childminder ensures the resources and activities on offer reflect the stages of development and interests of all children that attend. For example, she provides a range of natural materials for the young children to explore. They enjoy feeling the different textures and listening to keys rattle. They demonstrate how they are beginning to use tools for a purpose as they use a spoon to take a pebble out of a large shell. They concentrate and engage well; this is because the childminder gives them uninterrupted time to explore. As a result, children make good progress in their learning and development.

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who attend

Teaching and learning is good because the childminder knows the children well and understands how to plan activities to help them learn. Children enjoy playing hiding games in the small spaces the childminder sets up in her home. For example, they hide in the kitchen, and show they anticipate the childminder's response as they peep out. This helps them to understand how they can influence the responses of other people. The childminder promotes children's mathematical understanding as she counts and points out numbers as they play. Children show their developing love for books as they use the books the childminder provides for them. The recent addition of a cosy area in the living room encourages children to sit quietly and look at books independently, and effectively promotes their literacy development. The childminder supports a number of children who speak English as an additional language. She speaks to them in both English and Polish,

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who attend

which enables them to understand instructions and to feel secure. However, at times the childminder misses opportunities to further develop young children's understanding of English as she does not give them the names of toys as they play, such as 'ball' and 'car'.

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who attend

The childminder regularly observes and assesses the progress of individual children, identifying children's starting points and next steps for learning. Effective planning and teaching ensures children make good progress. Children's development records are freely available to parents, which enables them to build on and expand their children's learning in their own homes. Following on from this, parents are encouraged to share information with the childminder about their children's ongoing achievements and 'wow' moments over time. The childminder effectively uses the information provided by parents in her assessments to promote children's learning to its optimum.

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

Children are happy and enjoy their time at the childminder's house. The childminder uses outdoor areas, including local parks and walks to enhance the children's enjoyment of the natural environment. She provides a wide variety of resources, such as wheeled toys and ball games, to enable children to practise their physical skills. These opportunities also support them to understand about the importance of assessing risks and keeping themselves safe as they play. The childminder offers healthy meals and freely available drinks to promote children's health and well-being. However, she does not always encourage all parents to provide healthy snacks for their children. For example, some parents provide biscuits and sugary snacks. This does not fully support the otherwise positive messages children receive about healthy eating and options. Young children show they are developing good independence skills as they competently wash their hands and

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

The childminder has high expectations for behaviour and is consistent in her approach. As a result, children's behaviour is good. The childminder is a good role model, showing respect for the children and supporting them well. The children clearly have a strong attachment to the childminder and they enjoy being in her home. This aids their emotional development and gives them a strong sense of security. Parents speak highly of the care their children receive. Important care information is shared well between parents and the childminder. This aids the childminder in understanding and effectively meeting each child's individual care needs and as a result, children settle well.

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

The childminder places strong emphasis on children's emotional and physical safety. She cares for children according to their individual care routines, such as a daytime nap and mealtimes. She ensures children have their special belongings with them as they go to sleep, such as blankets. This helps children to feel secure and they settle to sleep well. The childminder teaches children how to keep themselves safe, appropriate to their age and stage of understanding. She has safety equipment in place, such as safety gates, to prevent children accessing the stairs, and locks on her kitchen cupboards. She gives children space to move around freely, reminding them to play safely through verbal prompts. For example, as children choose to play in the hallway the childminder closely supervises them without interrupting their play. As a result, children are confident learners and demonstrate they feel secure in their environment.

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provision

The childminder understands her role and responsibilities in meeting the safeguarding and welfare requirements. She demonstrates a clear understanding of safeguarding procedures. She is aware of and understands her responsibility to report any concerns she has about children's welfare. The childminder actively promotes children's safety and well- being by planning effectively and risk assessing the home, garden and any outings. The childminder ensures any adults living in her home have completed a Disclosure and Barring Service check. She has successfully completed paediatric first-aid training, helping her to understand how to provide appropriate care for children in the event of an accident or emergency.

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provision

Since the last inspection, the childminder has made significant improvements to her practice. She effectively monitors her observations and assessments of children's learning, identifying and narrowing any gaps. This enables her to plan interesting and challenging activities for the children who attend. The childminder regularly reflects on her practice and the needs of the children. For example, she is currently evaluating the use of her garden, to ensure the children get the best possible learning experiences outdoors. Records show the childminder is proactive in sourcing and attending relevant training courses; these help to shape her service to best meet the needs of the children. For example, recent training looking at the characteristics of effective learning has resulted in her providing more open-ended experiences for the younger children to explore, such as treasure baskets.

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provision

The childminder develops good relationships with parents and they share information to support children's well-being on a regular basis. The childminder seeks the views of parents through discussion and questionnaires. She uses this information to reflect on her practice. Parents are full of praise for the care and opportunities their children enjoy with the childminder. They appreciate the wide variety of experiences their children receive, such as outings to toddler groups and local parks. They feel these experiences have a positive benefit to their children's education, health and well-being. The childminder has effective links with the local children's centre, which ensures she is able to signpost parents to specialist services should the need arise.

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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 EY435677 Local authority Cambridgeshire Inspection number 968584 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 4

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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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