Childminder in Cambridgeshire

Inspection date

Previous inspection date 9 February 2015 10 February 2009

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This inspection: Good 2

Previous inspection: Good 2 How well the early years provision meets the needs of the range of children who attend Good 2

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This inspection: Good 2

The contribution of the early years provision to the well-being of children Good 2

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This inspection: Good 2

The effectiveness of the leadership and management of the early years provision Good 2

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This inspection: Good 2

The setting meets legal requirements for early years settings

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This provision is good

 The childminder has a good settling-in procedure. She visits children in their own homes so that they can get to know her in a familiar setting. This promotes children's well-being and confidence.  The childminder joins in with children's play to develop their language skills and ideas. For example, when children are playing in the home corner, she extends their play by asking them to make her some breakfast. This encourages children to talk about what they are doing and to use their imaginations as they make pretend meals and cups of tea.  The childminder teaches children about colour, numbers and letters through play and everyday situations. This is a good preparation for future learning at nursery and school.  Good relationships with parents and strong links with other settings mean that there is a shared approach to children's learning and ensures they receive consistent support. For example, the childminder finds out what the children who also attend pre-school

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This provision is good

have been doing each day and shares this information with parents.  The childminder demonstrates a secure understanding of how to safeguard children in her home. She implements a range of policies and procedures with regard to safeguarding and promoting children's well-being. As a result, children's safety is effectively promoted at all times.

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It is not yet outstanding because:

 The childminder does not gather fully comprehensive information from parents about what children already know and can do when they first join the setting. This means that she does not have all relevant information needed to form a precise assessment of children's starting points.

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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

 strengthen arrangements for gathering information from parents about what children already know and can do when they join the setting, to determine clear starting points from which to plan for their future learning.

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Inspection activities

 The inspector observed activities in the childminder's home and discussed them with the childminder.  The inspector spoke to the childminder and children at appropriate times during the inspection.  The inspector took account of the views of parents as provided through written questionnaires and feedback.  The inspector looked at children's records, planning documentation, and a range of other documentation, including policies and procedures.

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who attend. This is good

The childminder gathers some information about each child's interests and routines when they first start. However, this does not consistently include information about children's learning and development, so that activities can be even more closely matched to children's needs from the very start. Once the children have started attending, the childminder keeps detailed records of their achievements. This means that she knows children's stages of development extremely well and plans effectively for their next steps in learning. This information is shared regularly with parents, so that they can further support children's learning at home. As a result, children achieve in line with age-related expectations and make good progress towards the early learning goals.

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good

Children are happy and confident in the childminder's presence. They demonstrate secure emotional bonds with her by including her in their play and approaching her for cuddles and affection. The childminder talks to children about keeping themselves safe. For example, when children talk about seeing ducks skating on an icy surface at the weekend, the childminder takes the opportunity to explain how to keep safe by keeping away from frozen lakes. The childminder encourages children's independence at every opportunity. For example, children tidy away their toys before moving on to new activities, use the toilet and washing facilities by themselves and feed themselves independently. The childminder explains clearly and calmly to children how their actions can have an impact on others, and consistently encourages them to demonstrate respect and care for one another and for their environment. As a result, behaviour is good and children play

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provision is good

The childminder monitors each child's progress and tracks their development, so that she can identify their strengths and any areas for development. She is committed to improving her practice and attends regular training to update and refresh her knowledge and skills. She has effectively addressed the recommendation from her previous inspection and carries out detailed self-evaluation to support her ongoing improvements. She networks with other childminders to share ideas and examples of good practice. The childminder takes the children to group activities where they have the opportunity to play with a larger group of children. Feedback from parents is extremely positive, complimenting the childminder on her good communication with them and on the good progress their children are making.

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Setting details

Unique reference number 259630 Local authority Cambridgeshire Inspection number 867149 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 7

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Name of provider

Date of previous inspection 10 February 2009

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Telephone number

The childminder was registered in 2001, and lives in Great Cambourne, near Cambridge. She operates all year round, from 7.30am 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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