Home Childcarer in Cambridgeshire

Inspection date

Previous inspection date 07/11/2014 24/03/2009

p.1

early years provision

This inspection: 4 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 4 The effectiveness of the leadership and management of the early years provision 4

p.1

This provision is inadequate

 The childminder has failed to ensure that she and her assistant, who has sole charge of children, have the required paediatric first-aid qualification. This results in a breach that has a significant impact on the safety and well-being of children.  The childminder's safeguarding plan does not reflect the safe use of mobile telephones and cameras, and she does not seek permission from parents to leave children with her assistant. Consequently, the childminder is not promoting children's welfare.  Teaching is poor because the childminder demonstrates a limited understanding of the Early Years Foundation Stage. The childminder is not using ongoing assessment to understand children's level of achievement and, therefore, she is not matching learning experiences to children's individual learning styles. As a result, children are not making good progress.

p.1

It has the following strengths

 Children's understanding of healthy lifestyles is sound and they are learning about the importance of hand washing before eating, and after coughing and sneezing.  Partnerships with parents and other providers are established, and children are happy and settled.

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 voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

p.2

Inspection activities

 The inspector looked at evidence of the suitability of household members, and a range of other documentation, including the safeguarding policy.

p.2

Inspection activities

 The inspector observed activities in the childminder's house and talked with the childminder, her assistant and children at appropriate times throughout the inspection.

p.2

Inspection activities

 The inspector carried out joint discussions with the childminder and her assistant in relation to observations of children's play, learning and progress.  The inspector looked at the areas of the childminder's home used by children.

p.2

Information about the setting

The childminder was registered in 2003 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children, in Cherry Hinton, South Cambridge. The childminder works with an assistant on a regular basis. The ground floor of the childminder's home is used for childminding. The family has a dog, three cats and a rabbit. The childminder collects children from the local pre-school. There are currently seven children on roll, all of whom are in the early years age range. All children attend for a variety of sessions. The childminder operates all year round, from 7.15am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder supports children who speak English as an additional language. She is a member of the Professional Association for Childcare and Early Years.

p.3

must:

 ensure that each area of learning is implemented through planned, purposeful play with a combination of adult-led and child-initiated activity

p.3

must:

 use ongoing assessment to observe children in order to understand their level of achievement, interest and learning style, and shape learning experiences for each child to reflect these observations

p.3

must:

 ensure that a current paediatric first-aid qualification is maintained at all times and ensure that assistants, who are left in sole charge of children for any period of time, hold a current paediatric first-aid certificate

p.3

must:

 develop knowledge of safeguarding regarding the safe use of mobile telephones and cameras in the setting

p.3

must:

 obtain parents' and/or carers' permission to leave children with an assistant, including short periods of time.

p.3

who attend

The childminder has a poor knowledge and understanding of the Early Years Foundation Stage and this results in inadequate teaching. She provides children with a range of activities and resources, according to their age, but she does not plan purposeful activities to encourage sufficient challenge. The childminder does not know enough about the Early Years Foundation Stage. She is not aware of whether children are showing typical development, at risk of delay, or are in advance of expected learning and development levels. The childminder is not using observations to enable her to extend and enhance children's development across all areas of learning. She does not use ongoing assessment in order to understand their level of achievement or individual learning styles. The childminder encourages children's communication and language skills, including for those who speak English as an additional language, through regular repetition. She talks and

p.3

who attend

listens to children and repeats their words to confirm correct sounds. As a result, children make suitable progress in developing their speech and language skills.

p.4

who attend

The childminder does recognise some progress and achievements the children are making through her written assessments, such as the progress check for children between the ages of two and three years. She uses her knowledge and some visual observations to assess what stage children have reached in their learning. However, the childminder fails to identify and incorporate children's next stages of learning in to her planning. As a result, she is not supporting children in reaching expected levels of development.

p.4

who attend

The childminder supports children to be independent. For example, she encourages them to visit the toilet on their own. She supports them in putting on and taking off their coats and shoes, and they make choices about their play from the toys in the dedicated playroom. However, observations are not frequent enough and her knowledge of where the children are in their learning is poor, which means she is unable to build on children's progress. As a result, children are not well prepared for the next stage in their learning, such as going to school. She demonstrates a poor understanding of how to encourage further progress through planned, purposeful adult-led activities and experiences.

p.4

who attend

Children have daily opportunities to develop their physical development because the childminder accesses outside activities on a regular basis, alongside her assistant. For example, children enjoy visits to the park or take part in activities at local toddler groups. The childminder works closely with an assistant and they work with parents to ensure that they know all the required information about each child before they start. The childminder encourages regular communication and discussion with parents to ensure that everyone is up to date with ongoing information. During the initial settling-in visit, the childminder spends time talking with parents to find out as much as she can about each individual child. She informs parents on a daily basis, through discussion and daily diaries, of the things their children have been doing. The childminder also ensures that she shares information about children's care needs, such as their food and drink, with parents on a

p.4

who attend

daily basis. Consequently, the childminder's partnership with parents is sound.

p.4

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

The childminder does not fully promote children's safety and there are breaches in the safeguarding and welfare requirements of the Early Years Foundation Stage. As a result, the childminder is compromising children's safety. In other respects, the childminder supports children in making friendships with their peers. She encourages children to play together with support from her assistant. She has a sound relationship with children and they demonstrate that they are happy and feel settled. For example, children snuggle up for a cuddle with the childminder before going to sleep. The childminder is aware of children's individual emotional needs and discusses these sensitively with parents. Together, children, the childminder and the assistant laugh and smile during activities and this demonstrates how effective bonds and relationships are forming. The childminder interacts kindly with children and supports their emotional well-being through the cuddles

p.4

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

she provides. She joins in with their play and happily interacts with them as, for example, they make tea and coffee in the pretend kitchen. As a result, the childminder is supporting children's emotional well-being.

p.5

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

In her role as key person, the childminder is supporting children to build relationships. She provides opportunities for them to meet up with others at regular outside groups, which they attend. The childminder supports children in learning about taking turns and sharing. For example, as they build a track for the trains, she and her assistant clearly explain that children must wait their turn. As a result, children behave appropriately because they are aware of the childminder's boundaries within her home. Consequently, children are learning about appropriate ways in which to behave. The childminder and her assistant encourage children's personal, social and emotional development because they offer regular praise. For example, as children look at books together, the childminder encourages them to fill in the missing words. As children do this, the childminder praises them effectively. As a result, children feel good about themselves. The childminder talks

p.5

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

with children about moving to school, which promotes their enthusiasm for the move. As a result, children move confidently n to school. Children's awareness of their personal safety is good because the childminder uses everyday situations to encourage this. For example, during outings, the childminder consistently reminds children to keep their toes behind the kerb, and they learn about road safety and ways in which to travel safely. Additionally, the childminder talks about safety in the home and encourages all children to tidy away resources, so that hazards are minimised.

p.5

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

The childminder is promoting children's understanding of healthy lifestyles. For example, the childminder and assistant regularly remind them of the importance of hand washing to remove germs. Additionally, they discuss covering their mouths when they sneeze or cough. Children eat a range of fresh, nutritious meals and snacks, including a picnic-style lunch and a hot meal for tea, if parents require this. The childminder encourages sound relationships with parents to ensure that they communicate effectively and children's care needs are met. The childminder arranges settling-in visits to support her knowledge of each child's likes and interests and this supports children to feel secure in their move from home. The childminder promotes children's independence well as she encourages them to carry out some self-care tasks, such as using the toilet and washing their hands independently.

p.5

provision

Arrangements for safeguarding children are inadequate because the childminder does not comply with all the Early Years Foundation Stage safeguarding and welfare requirements. For example, the childminder does not have a current first-aid certificate. In addition to this, she leaves her assistant in sole charge of children but does not have the required parental permission to do so. Furthermore, her assistant does not have the required first- aid qualification. The childminder is not meeting some legal requirements for the Early Years Register and both parts of the Childcare Register. As a result, children's safety is compromised. The childminder demonstrates limited awareness of how to respond to safeguarding concerns, such as reporting child protection issues and she has previously attended safeguarding training. She completes visual risk assessments of her home and for outings, on a regular basis. Additionally, the childminder has provided Ofsted with the

p.5

provision

information to enable the required Disclosure and Barring Service checks to be completed for all adults living on the premises and for her assistant. The childminder has chosen to have a written safeguarding policy. However, she has not thought about promoting the safe use of mobile telephones and cameras, with regard to updating her procedures or informing parents. As a result, children's welfare is not fully protected

p.6

provision

The childminder does not fulfil her responsibilities to meet the learning and development requirements of the Early Years Foundation Stage, with regard to the educational programmes. For example, she does not plan a range of experiences and activities to challenge and promote children's learning and development. Additionally, the childminder does not evaluate the activities children take part in, to ensure that they reflect the needs and abilities of those attending. The childminder lacks knowledge and understanding of how to use self-evaluation to identify strengths and areas for improvement. This means that she fails to take action to promote continuous improvement. As a result, a number of legal requirements are not being met.

p.6

provision

Relationships with parents and carers are sound. The childminder regularly discusses children's care needs, such as at school or home drop-off and collection times. Communication focuses on what children have taken part in during the day and the outings they may have enjoyed, but there is limited discussion around their progress and achievements. This is because, although, the childminder does conduct some visual observations she does not plan for children's next steps of learning. This means that she is unable to effectively assess where children are in their development. Relationships with other providers, delivering the Early Years Foundation Stage, are sound because the childminder discusses children's time at pre-school and primary school with staff and parents. As a result, she generally supports children's continuity of care.

p.6

The Childcare Register

The requirements for the compulsory part of the Childcare Register are

p.6

actions)

The requirements for the voluntary part of the Childcare Register are

p.6

To meet the requirements of the Childcare Register the provider must:

 ensure that an appropriate first-aid certificate is maintained (compulsory part of the Childcare Register)  ensure that parents give their consent for children to be left with the childminding assistant (compulsory part of the Childcare Register)  ensure that an appropriate first-aid certificate is maintained (voluntary part of the Childcare Register)  ensure that parents give their consent for children to be left with the childminding assistant (voluntary part of the Childcare Register).

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.8

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.8

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.9

Setting details

Unique reference number EY269073 Local authority Cambridgeshire Inspection number 860726 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 Number of children on roll 7

p.9

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.9

Type of provision

For the purposes of this inspection the following definitions apply:

p.9

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.9

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.9

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.10

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.10

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.11

Type of provision

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

p.11