Childminder in Cambridgeshire

Inspection date

Previous inspection date 09/12/2014 09/12/2010

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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

 The quality of teaching is good. The childminder understands how young children learn. She accurately assesses their development and provides a good range of interesting and challenging experiences that meet children's individual learning needs. Consequently, children make good progress in their learning.  Children are happy, self-assured and confident. The childminder provides them with lots of praise and support, so children are settled and secure.  Partnerships with parents are very good and ensure children's individual care needs are identified from the beginning and are well supported throughout their time with the childminder.  The childminder has a good understanding of the safeguarding and welfare requirements. She knows the steps to take should she become concerned about the well-being of children in her care.

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It is not yet outstanding because

 The childminder does not always use her effective links with parents to maximum effect, as she does not always encourage them to contribute information on what children are doing and achieving at home.

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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 talked with the childminder and observed children's activities in the house.  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 suitability of the childminder and household members, and a range of other documentation, including the safeguarding policy.

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Inspection activities

 The inspector took account of the views of parents and of the childminder's self- evaluation form.

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Information about the setting

The childminder was registered in 2006 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children, in a house in Cambridge. The whole of the ground floor, the bathroom on the first floor and the rear garden are used for childminding. The family has a dog as a pet. 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 from the local schools and pre-schools. There are currently three children on roll, all of whom are in the early years age group and attend for a variety of sessions. She operates all year round from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays. 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 children's already good learning further, for example, by effectively encouraging all parents to provide information about children's learning at home, in order to extend children's progress to the very optimum.

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who attend

The childminder has a secure understanding of the learning and development requirements of the Early Years Foundation Stage. She knows children and their individual needs well and provides a wide range of activities, which cover the seven areas of learning. This supports children to make good progress and helps them to take the next steps in their learning and development in preparation for starting nursery or school. Children are eager to engage in activities and the childminder's effective teaching encourages children in their learning. For example, the childminder supports children's creativity by providing them with a range of materials to investigate, such as glue and Christmas craft resources. The childminder is skilled at giving children the opportunity to explore relevant to their stage of development. For example, the younger children enjoy a sensory experience as they use the glue to make marks and they explore how it feels on

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who attend

their hands. The older children spend a great deal of time selecting resources and carefully placing them on their paper. Consequently, children engage very effectively in the activity and concentrate extremely well.

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who attend

The childminder's effective use of questioning enables the children to talk about the shapes they are making and the colours they are using as they play. For example, the children tell the childminder they are making a circle with the train track. She supports them well to succeed by giving them prompts as to which pieces they should use. This effectively supports children's mathematical understanding and supports children to begin to think critically. The childminder's use of number songs and rhymes enables the young children to understand and use numbers in their play. Children show their developing love for books as the childminder regularly shares stories with them. Furthermore, they attend story and music sessions at the local library. Consequently, children's literacy development is good. The childminder promotes speaking and listening skills effectively as she spends time involving children in discussion and conversation. As a result, children hold effective

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who attend

and sustained conversations and chat to each other through their play.

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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. Effective planning and teaching ensure children make good progress and prepare them well for the next stage in their learning. Daily conversations between the parents and the childminder ensure parents are informed of their child's development. Children's diaries are taken home daily this enables children to have expanded learning opportunities. However, the childminder does not always use her effective links with parents to maximum effect this is because she does not always gather robust information about what children are doing and achieving at home. Therefore, children's full range of experiences is not always taken into account when planning activities 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 a slide, to enable children to practise their physical skills. It also supports them to understand the importance of assessing risks and keeping themselves safe as they play. The childminder offers healthy snacks and freely available drinks to promote children's health and well-being. Children show high levels of independence as they competently wash their hands and put on their shoes and coats to go outside. Children demonstrate a good level of self-confidence as they regularly say to the childminder, 'I am doing well.' This clearly shows they are developing very effective skills they need for future learning, such as at school.

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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. The young children go to her regularly for cuddles or for reassurance when they are unsure of something. 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. This consistent care and support enables children to feel part of the childminder's family, which has a positive impact on their emotional well-being.

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

Children respond well to the childminder's calm and patient manner. She gives them her full attention, which builds their self-esteem and confidence. Children behave well because the childminder is a good role model, treating them with respect. The childminder supports children very well to develop their confidence and self-care skills. For example, she encourages children to feed themselves and to share resources and take turns with their friends. They learn to use a wide range of resources with increasing skill and are becoming confident to take risks and challenge their own abilities. For example, as children are making pictures they solve their own problems by finding effective ways to make things stick. They are very pleased when they succeed and the childminder praises them very well. This ensures children are confident, independent learners who are emotionally equipped with the skills they need for their future learning.

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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 holds a current paediatric first-aid qualification and is, therefore, able to give first-aid treatment should the need arise. As a result, children's safety and welfare is assured.

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provision

The childminder effectively monitors her observations and assessments of children. She clearly identifies gaps in learning and effectively narrows them. The childminder reflects on her practice and the needs of the children regularly. For example, she has currently developed more efficient ways to promote healthy eating to the parents. Records show the childminder attends relevant training courses and she has plans to do further training, as she identifies how to shape her service to best meet the needs of all the children. Furthermore, the childminder has successfully implemented all recommendations from the last inspection. This ongoing reflection and evaluation ensures the childminder strives to continue to provide the best possible care and education to the children who attend.

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provision

The childminder has good working relationships with parents of the children that she cares for. She shares information with them about children's care needs and their development, in a variety of different ways, including daily diaries, regular discussions and through text messages. The childminder also encourages parents to read the written policies and procedures at the beginning of the child's time with her. This means that parents are well informed about the service she provides. The childminder seeks the views of parents through discussion and uses this information to further reflect on her practice. She understands the importance of sharing information with other providers to promote continuity of care and learning. However, at the present time she is not caring for a child who attends another early years setting or school. The childminder has effective links in place with other childminders this enables her to have peer support and to share good

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provision

practice. The childminder is not currently caring for any children with special educational needs and/or disabilities. However, she is aware of the importance of working with parents and other professionals to make sure the needs of all children are met appropriately.

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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 EY330510 Local authority Cambridgeshire Inspection number 862454 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 3

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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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