Childminder in Cambridgeshire

Inspection date

Previous inspection date 22 January 2015 15 November 2010

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3

Previous inspection: Satisfactory 3 How well the early years provision meets the needs of the range of children who attend Requires improvement The contribution of the early years provision to the well-being of children Requires improvement The effectiveness of the leadership and management of the early years provision Requires improvement The setting does not meet legal requirements for early years settings

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This provision requires improvement. It is not yet good because:

 The childminder does not have a robust understanding of the seven areas of learning. This means, at times, he misses opportunities to fully extend and develop children's learning. Furthermore, he is not confident in assessing children's development, meaning that he is unable to plan precisely for individual next stages of learning.  Partnerships with parents and other settings around learning and development are not robustly in place. This has a negative impact on the ongoing support provided for children's development.  The childminder does not always make the most of opportunities to support children's emerging language development. This is particularly relevant for children who have English as an additional language.  A lack of regular professional development means that actions to overcome weaknesses have not been sufficiently robust to significantly improve the provision.  Younger children do not have consistent opportunities for outside play.

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It has the following strengths

 Children are cared for in a safe and well-resourced environment. Children have free access to most resources, which promotes their independence.  Children are learning about the importance of a healthy lifestyle. The childminder works with parents to ensure healthy meals and snacks are provided. Good hygiene routines are followed.  The childminder had developed warm and caring relationships with the children he looks after.

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What the setting needs to do to improve further

To meet the requirements of the Early Years Foundation Stage the provider must:

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What the setting needs to do to improve further

 improve knowledge and understanding of the learning and development requirements of the Early Years Foundation Stage and use this to become more confident at assessing children's development, so that precisely focused planning can be developed for individual children  make the most of every opportunity for children to develop and use their home language in play and learning  involve parents in their children's learning by improving the exchange of information on entry and during the placement and encouraging them to share their views and enhance children's learning and development at home.  provide consistent opportunities for children of all ages to play outside.

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What the setting needs to do to improve further

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

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What the setting needs to do to improve further

 undertake professional development to ensure that the service improves and reflects current best practice.

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Inspection activities

 The inspector observed activities in the childminder's house and talked with the childminder and children.  The inspector looked at a range of documentation, including children's observations and assessment records, evidence of suitability of household members, the childminder's training, safeguarding procedures and risk assessments.  The inspector viewed the areas of the premises and garden used for childminding.  The inspector took into account the views of parents through written feedback.  The inspector discussed self-evaluation of the provision with the childminder.

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who attend. This requires improvement

The childminder provides a range of experiences that generally support children's development across the seven areas of learning in preparation for school. For example, older children regularly feed the family's chickens and children of all ages have regular access to a wide range of messy play activities. However, he is not always confident at linking activities back to the areas of learning, as a result opportunities to extend and develop children's learning are sometimes missed. Furthermore, the childminder does not have a robust understanding of how to support children's emerging language development. As a result, he misses opportunities to fully support children to become confident talkers. This is particularly evident for children who have English as an additional language. Daily conversations with parents and text messages satisfactorily support parents to understand their children's progress. However, on occasions, information

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who attend. This requires improvement

shared is focused more on care routines rather than children's learning.

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requires improvement

The childminder has developed warm and caring relationships with the children he cares for. Children are generally happy in the childminder's care. The childminder is supporting children to develop an understanding of healthy lifestyles. Good hygiene routines are in place and healthy meals and snacks are provided. Children are reminded to wash their hands after going to the toilet and older children are competent in this skill. They are satisfactorily supported for the move to school through discussions about what school will be like. The environment is safe and welcoming with a variety of resources that children of all ages can freely access. However, despite a well-resourced outside environment, younger children have inconsistent access to outside play.

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provision requires improvement

The childminder has a reasonable understanding of the statutory requirements and a range of procedures and policies support children's health, safety and well-being. The use of risk assessments contribute to children's safety both in and out of the house. The childminder does not undertake regular professional development. This has had a negative impact on the level of improvement made since his last inspection. While some progress has been made, more needs to be done to ensure he is able to consistently support all children across the seven areas of learning. Progress checks between the ages of two and three years are completed. However, the childminder is less confident in assessing children's development. This has an impact on the childminder's ability to target learning for individual children. In addition, links with other settings that children attend are not robust enough to ensure consistent support for learning.

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Setting details

Unique reference number EY411710 Local authority Cambridgeshire Inspection number 879724 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 9

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Name of provider

Date of previous inspection 15 November 2010

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Telephone number

The childminder was registered in 2010 and lives in Cambridge. The childminder works in partnership with two other childminders. He operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays.

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Telephone number

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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Telephone number

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. 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, safeguarding and child protection.

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Telephone number

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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Telephone number

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

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