Herrington, Daniela Rosa Maria

Inspection date

Previous inspection date 22 January 2015 16 March 2011

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Previous inspection: Good 2 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:

 Monitoring and assessment of children's learning and development is not consistent enough to ensure precise and targeted learning opportunities are always provided. This means, occasionally activities do not always fully engage and challenge children. Furthermore, on occasions the childminder misses opportunities to support children's own interests.  Partnerships with parents and other settings are not strong enough to support children's learning at home and with other providers.  Opportunities for outside play are inconsistent.  Ongoing professional development is not embedded. As a result, self-evaluation and actions to overcome weaknesses are not sufficiently focused on improving the learning and development of children.  The childminder does not fully support children with English as an additional language to use and hear familiar words in their home language during their play.

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It has the following strengths

 The childminder provides a wide range of resources that support learning and children have free access to most toys.  Children are cared for in a safe environment and have developed warm and caring relationships with the childminder.  Children follow good hygiene routines and enjoy healthy snacks and meals. This promotes their good health.

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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 partnerships with parents and other settings to share information about children's learning and development  improve the quality of teaching by ensuring that a robust cycle of observation, assessment and planning is implemented, which precisely supports individual children's learning and development  ensure consistent opportunities for outside play are provided on a daily basis.

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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

 improve the system for self-evaluation through ongoing professional development that allows the childminder to keep up to speed with current best practice  improve opportunities for children with English as an additional language to have opportunities to hear and use words in their home language during their play through the provision of a range of dual language books.

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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

Children have free access to a wide range of toys and resources. This helps them develop independence. The broad range of resources generally supports children's development across the seven areas of learning. Puzzles support children's early mathematical development and problem-solving skills. Access to crayons and books support children's early reading and writing skills in preparation for school. However, a robust cycle of observation, assessment and planning is not in place, which means activities do not fully challenge all children. Furthermore, on occasions the childminder misses opportunities to support children's own interests. As a result, not all children are making the very best possible progress and some children are not as engaged in activities. The use of daily feedback and photographs satisfactorily supports parents to understand their children's progress. However, information shared is focused more on care routines rather than

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who attend. This requires improvement

children's learning. Children who have English as an additional language are not fully supported to value their home language. For example, key words from home have not been collected and access to dual language books is variable. As a result, children are not always given opportunities to use and value their home language during play and at times this has a negative impact on their language development.

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requires improvement

The childminder has developed warm and caring relationships with the children she cares for. Children generally behave well and show concern and care for each other. The childminder supports children to develop healthy lifestyles. She ensures meals provided by parents are healthy. Children are supported to maintain good hygiene practices, such as washing their hands after toileting and before meal times. The environment is safe and welcoming with a variety of resources that children can freely access. However, despite a well-resourced outside environment children have inconsistent access to outside play. Children are satisfactorily supported to be emotionally prepared for the next stage in their learning. Those moving on to school are learning self-care routines, such as toileting and how to put coats and shoes on.

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provision requires improvement

The childminder has a reasonable understanding of the statutory requirements. She is clear about what she would do if she had concerns about a child's welfare. Ongoing professional development is not robustly valued by the childminder and this has a negative impact on her ability to stay up-to-date with current best practice. As a result, actions to overcome weaknesses are not sufficiently effective to improve the learning environment for children. Progress checks between the ages of two and three years are being completed. However, ongoing assessment is inconsistent and this has a negative impact on the childminder's ability to target learning for individual children. Furthermore, 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 EY351075 Local authority Cambridgeshire Inspection number 857459 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 16 March 2011

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Telephone number

The childminder was registered in 2007. She lives in Cambridge. The childminder works in partnership with two other childminders. She 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

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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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