Childminder in Cambridgeshire

Inspection date

Previous inspection date 08/01/2015 14/05/2009

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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 childminder pays good attention to identifying children's differing abilities and starting points. She uses this information well to plan challenging and motivating opportunities across the seven areas of learning. As a result, the children make good progress towards the early learning goals.  The childminder is sensitive and provides a caring environment, which enables children to feel safe and included. This in turn, provides peace of mind for their parents.  The childminder has a clear awareness about the importance of protecting children from harm. She undertakes regular training to make sure her knowledge and understanding of safeguarding and child protection is up to date. This means that she is able to monitor the welfare of each child and take swift action if she has a concern.  The childminder is good at monitoring her practice to identify strengths and highlight where any improvements can be made. This enables her to continuously improve her

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It is not yet outstanding because

 The childminder does not take full advantage of opportunities to explore information communication technology. This has a negative impact on children developing a broad understanding of the use of technology within their everyday world.  Partnership working with parents is not fully effective in promoting shared home learning, in order to extend individual children's development even further.

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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 and lunchtime routines in the childminder's house. She talked with the childminder and children at appropriate times throughout the inspection.

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Inspection activities

 The inspector looked at evidence of the childminder's suitability check and those of household members. In addition the childminder's first-aid and safeguarding training certificates were viewed, along with other required legislative documentation.

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Inspection activities

 The inspector held joint discussions with the childminder in relation to observations of the children's play, learning and progress.  The inspector reviewed the childminder's self-evaluation.

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Information about the setting

The childminder was registered in 1993 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband, in a house in Milton. They have two dogs as pets. The whole of the house and the rear garden are used for childminding. The childminder attends a toddler group and activities at the local children's centre. She visits the shops and park on a regular basis. She takes children to and collects children from the local schools and pre-schools. There are currently two children on roll, both of whom are in the early years age group and attend for a variety of sessions. She operates all year round from 8am to 5.30pm, Monday to Thursday, except for Bank Holidays and family holidays.

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

 enrich teaching and learning opportunities for children to the optimum by extending activities which enable them to explore everyday technology

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

 enhance children's learning experiences further by extending partnership working with parents to include more ideas about children's learning at home, in order to continue building securely on all the children know and can do.

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who attend

The childminder works with parents, encouraging them to provide more information about learning that happens at home. However, she recognises that this could be enhanced even further by working more closely with parents. She knows that a continuous supply of relevant information will enable her to plan and enrich fun and challenging activities to the optimum. The childminder's attention to observing and assessing the children enables her to understand their individual learning needs. She uses this information to plan appealing activities and learning environments which motivate and engage each child. As they play, the childminder builds on their existing understanding and skills using a broad range of teaching techniques. These include the provision of audio, visual and tactile resources which help to bring learning to life. The childminder is able to do this because her knowledge and understanding about how young children learn and develop is good. The

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who attend

childminder provides good quality teaching which has a positive impact on the progress children make. As a result, the children embed the skills and learning they need to support them with later moves on to pre-school or school.

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who attend

The childminder maintains learning records for each child. These include the progress they are making towards the early learning goals. The childminder is diligent in observing and planning for each child's ongoing learning needs. As a result, the childminder is clearly able to plot the progress each child subsequently makes, and identify any gaps in their learning. If a particular area of learning requires more attention the childminder adapts her planning accordingly to support the individual child. If however, the childminder identifies an area of development where she is unable to provide the correct support, she is confident to work with other professionals in order to minimise or close identified gaps as soon as possible. The childminder in partnership with the children's parents undertakes regular educational reviews, such as, the progress check for children between the ages of two and three years. These checks provide additional information about the children's

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who attend

overall development and ensure that they are effectively supported to make good progress across the seven areas of learning.

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who attend

The children use their imagination as they join in make-believe games. For example, they enjoy setting up an impromptu picnic, using a recently acquired picnic set. In addition to using their imagination to feed the adults they also enjoy the opportunity to explore their developing interest in technology. They have fun pressing the buttons on the electronic picnic basket to see which ones emit coloured lights and which ones make the sounds. Children show particular interest in simple technology within their play and during more structured activities, such as cooking. However, there is opportunity for the childminder to extend this further, by expanding access to everyday technology to teach them about the wider world in which they live. Children are competent communicators, interacting with adults by asking questions and offering their ideas with confidence. They demonstrate their growing understanding that print carries meaning, as they use pictorial clues in

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who attend

books to help them decipher the text. The children enjoy singing and matching actions to simple rhymes, enabling them to use an ever widening range of vocabulary. To enhance learning the childminder provides interactive props which provide the children with hands on experience and heightens their visualisation. The children have great fun counting ducks and hiding them, exploring mathematical concepts, such as, simple subtraction and later addition as they each coming swimming back. The childminder provides a wealth of learning opportunities enabling the children to learn through first hand experiences, which include natural products, resources and local environments.

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

The childminder's practice has a very positive impact on the children. During meetings prior to placement, she obtains relevant information from parents relating to the precise care needs of their children. This information is then used to effectively plan the play space, meals and daily routines, taking account of any specific medical, dietary or religious requests. These meetings also enable the childminder to learn about parental wishes, which she very clearly respects. As the children observe their parents and the childminder working positively together, they become relaxed and more confident within the childminder's home. As a result, the children are well prepared in acquiring the emotional stability they need for later moves and the next stage in their learning.

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

The children enjoy planting and later harvesting fresh home-grown vegetables, on the childminder's allotment. These are then used by the childminder to provide a wide and nutritious range of home-cooked meals and snacks, which enable the children to grow and thrive. These hands on learning opportunities clearly enable the children to learn about the differing varieties of fruits and vegetables, as well as where this type of food comes from. The childminder is mindful about supporting children's understanding about eating through discussion. For example, she talks with them about the types of healthy foods to eat often and saving those foods which are not so good for treats. The children develop good skills with regard to their personal hygiene. Overall, children are supported well to develop a good understanding about the importance of leading healthy lifestyles in relation to healthy eating.

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

Children's physical skills are well promoted as they learn how to meet their own needs and enjoy personal independence. Children engage in activities which help them to develop further their coordination, balance and spatial awareness. They enjoy moving their bodies in different ways, demonstrating increasing dexterity as they access toys and resources independently. The childminder is vigilant in keeping children safe by teaching them about the importance of assessing potential risks around them. For example, taking care when crossing a road, or not speaking to strangers on visits to the local park. Behaviour is good and the children demonstrate increasing levels of self-control during activities and social situations. For example, they remember their manners, saying 'please' and 'thank you' in context and know to wait their turn when others are speaking. The childminder provides a stimulating environment with child-accessible resources which enable the children to

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

explore across the seven areas of learning.

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provision

The childminder has a clear understanding about her responsibility to meet the safeguarding, welfare, learning and development requirements. She understands about the importance of keeping children in her care safe and secure. The childminder updates her training regularly with regard to safeguarding, child protection and paediatric first aid. This enables her to respond swiftly and knowledgably if she has a concern about the welfare of a child or in the event of an accident. As a result, the children are able to develop and learn within a safe, nurturing setting where their personal interests and needs are put first at all times. The childminder strives to build and continuously develop all that she does. This is demonstrated through her well-documented drive to monitor the strengths of her service and identify areas for further improvement. Attention to her ongoing professional development has a constructive impact on the service she provides.

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provision

This is because she develops positive early years teaching practice which clearly supports the children in her care. The childminder builds on and adapts her knowledge in order that she may continue to provide good quality, purposeful learning environments for those children attending.

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provision

The childminder pays close attention to self-evaluation. She uses good communication techniques with parents and children, in order to listen to their ideas and meet their changing needs. This is reflected in her clear flexibility of practice, which provides peace of mind for parents as their children grow, and their initial childcare needs change. Since her last inspection, the childminder has made good progress in making sure that all records required by legislation are maintained correctly at all times. The childminder clearly understands that the key to continuous development is reading, and undertaking relevant training in order that she remains aware of up to date practice and continues to develop her teaching skills. The childminder plainly recognises that there is always capacity to improve on good quality.

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provision

The childminder reassures parents and promotes positive interaction from the start. This is to ensure that their children are well supported in her setting. Parents report that they are very happy with the support and advice they receive from the childminder. They appreciate being involved in their children's learning and development and comment that their children thoroughly enjoy being in her care. Parents would recommend the service to other families, without hesitation. The childminder is also working closely with other registered childminder's in the local area. This attention to sharing good practice ideas and remaining aware of changes in legislation or early years teaching practice enables the childminder to provide a dynamic service to local families. In addition, positive interaction and partnership working with staff in the local nursery, pre-school and school, enables the childminder to further support each child exceptionally well as they move between the

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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 222011 Local authority Cambridgeshire Inspection number 866009 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 2

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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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