Morgan Deborah Jane

Inspection date

Previous inspection date 05/12/2014 24/04/2009

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 as educational programmes cover the seven areas of learning and are tailored to their individual stages of development. Parents are involved in their children's learning.  Children feel safe and secure and have built warm and supportive relationships. They are developing age-appropriate independence and behave well. This helps to ensure children are safe and are developing high self-esteem.  Children are learning the importance of a healthy diet and lifestyle through regular hand washing and nutritious food.  Children are effectively safeguarded, as the childminder is knowledgeable about child protection procedures and demonstrates a good understanding of assessing risk.  The childminder reflects on her practice, identifying areas for improvement that will have a positive impact for the children she cares for.

p.1

It is not yet outstanding because

 Occasionally, the childminder does not allow children enough time to thoroughly explore and investigate resources at their own pace.  There is scope to further embed ideas gained on recent Forest School training to enhance outside learning opportunities.

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 observed activities in the childminder's house and talked with the childminder and children.

p.2

Inspection activities

 The inspector looked at a range of documentation including; children's observations and assessment records, evidence of suitability of household members and safeguarding procedures.  The inspector viewed the areas of the premises and garden used for childminding.

p.2

Inspection activities

 The inspector took into account the views of parents through written feedback and face to face disscussions.  The inspector had a discussion about self-evaluation with the childminder.

p.2

Information about the setting

The childminder was registered in 2005 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her two children aged 10 and 11 years, in a house in St Ives. The whole of the house and rear garden are used for childminding. The childminder attends toddler groups and activities at the local children's centre. She collects children from the local school and pre-school. There are currently 12 children on roll, three of whom are in the early years age group and attend for a variety of sessions. The childminder operates her service all year round from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. She 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:

 enhance opportunities for children to think critically, through the consistent use of effective questioning to encourage them to experiment and explore their own ideas

p.3

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

 embed learning from recent Forest School training to continue to enhance outside learning opportunities.

p.3

who attend

Children are happy and interested learners who are working within their expected range of development. As a result of the childminder's teaching, children are developing high self- esteem and the skills required for the next stages in their learning. The childminder talks to children about what they are doing as they play, providing extra vocabulary and sensitively supporting pronunciation. This supports children's ongoing language development. Early mathematical development is supported during play with discussions about 'bigger' and 'smaller'. Toys, such as puzzles and the use of tubes to build towers, support the development of children's physical skills . Children's early attempts at writing are supported through free access to pens and paper, which allows them to explore the marks they make. The childminder reflects on the different ways in which children learn and they are encouraged to follow their own interests. As a result, children spend

p.3

who attend

sustained periods of time engaged in activities which build and enhance their learning.

p.3

who attend

The childminder talks knowledgeably about the children she cares for, discussing their current interests and next stages of learning. She demonstrates a good understanding of how to support children's development. For example, she adjusts how board games are played to fit with the ages of the children in her care. This allows children to remain fully engaged and to achieve. The childminder guides children as they play, giving praise at appropriate times during activities. However, occasionally the childminder misses opportunities to extend children's learning by using questions to encourage their experimentation. This means children are not always fully supported to find their own solutions and think critically during their play.

p.3

who attend

The childminder provides a stimulating and enjoyable learning environment across the seven areas of learning. However, learning from recent Forest School training has not yet been embedded into practice in order to support children's learning in the outside environment. Children's starting points are collected through discussions with parents where information is collected across the three prime areas of learning. This is supplemented with the childminder's own early observations. The ongoing learning and development of children is captured through informal observations and the use of photographs. Observation and assessment of children is used to plan for their next stage of development. Daily verbal feedback helps to ensure parents are engaged in supporting their children's next stages of learning.

p.4

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

The childminder collects information from parents before children start. As a result, she has a clear understanding of their routines, abilities and preferences. Consequently, children quickly settle in the childminder's home and demonstrate warm and caring relationships with her. The childminder has a flexible settling-in process, during which time she gets to know the child and family. Visits take place when children already in her care are present. This ensures that children already in her care are involved in the introduction of new children into the provision. This supports the emotional well-being of all children. Ongoing discussions with parents mean that routines are adapted to meet the changing needs of children as they grow and develop. This ensures continued, age-appropriate care is provided. Children who are moving on to pre-school are prepared for the transition as the childminder talks to them about the move. Furthermore, she supports them to start to

p.4

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

learn age-appropriate skills, such as sitting and concentrating for short periods of time. This ensures children are supported and emotionally secure in all stages of their learning.

p.4

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

Children show confidence and security as they freely move around the childminder's home selecting toys and resources. The childminder is a good role model, demonstrating care and support for the children she looks after. She sensitively reminds children to walk when inside and tidy up resources to keep the room safe. As a result, children behave well, show respect for the environment, resources and each other. Children are learning to keep themselves safe. For example, while on the school run, the childminder supports children to cross roads safely. The childminder makes good use of local groups, giving children opportunities to develop their social skills. Children are learning about health and hygiene through activities and daily routines. For example, children are supported to wash their hands before meals, and walking to local groups supports children's understanding of the importance of physical exercise and fresh air. The childminder discusses healthy choices

p.4

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

with children as they enjoy healthy snacks, such as fruit and water, and this helps children to understand and value the importance of a healthy diet .

p.4

provision

The childminder has a good understanding of safeguarding procedures and how to keep children safe from harm. She has attended child protection training and is aware of the possible indicators of abuse and how to proceed should she be concerned about a child. The childminder has a range of procedures in place that are shared with parents. This means that she has clear guidelines to work to and is aware of her responsibility for keeping children safe. She has safety equipment in place, such as stair gates, and holds a current first-aid certificate. She has a procedure to follow in the event of having to evacuate the house and members of the household are vetted suitably. Regular risk assessments, both in and out of the home, contribute to children's safety. As a result, children are cared for in a safe and secure environment.

p.5

provision

The childminder monitors and tracks children's progress, through the use of approved guidance. This ensures children are supported to make good progress in their learning and development. The childminder demonstrates an understanding of how to develop her practice and has made progress with the recommendation given at her last inspection. She is able to talk about areas of development she is looking to implement, such as home visits for new children and extending the storage space for resources inside the house. The childminder reads articles in professional magazines and makes use of support offered from professional bodies. She is part of a childminding group and makes use of the professional support available there. The childminder continues to develop her knowledge and practice through additional training, for example on Forest Schools.

p.5

provision

The childminder has good communication with parents and carers about children's care and learning. During the transition process, she shares policies and procedures and talks about how she supports children's learning and development. Parents are involved in the progress check for children between the ages of two and three years. Parents praise the childminder, valuing her flexibility and the learning environment she provides. The childminder has links with other settings attended by the children in her care. This two- way sharing of information ensures that the childminder is able to consistently support children's ongoing learning and development.

p.5

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

p.5

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.6

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.6

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.7

Setting details

Unique reference number EY310480 Local authority Cambridgeshire Inspection number 873102 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 12

p.7

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.7

Type of provision

For the purposes of this inspection the following definitions apply:

p.7

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.7

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.7

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.8

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.8

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.9

Type of provision

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

p.9