McCreadie, Hannah Elizabeth

Inspection date

Previous inspection date 14 May 2015 19 January 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's teaching practice is good. Children play in a stimulating learning environment and spend quality time in the local community to enhance their learning. As a result, children are motivated and eager to learn, and are making good progress in readiness for school.  The childminder has established effective partnerships with parents. She keeps parents well informed of children's achievements and helps to build on what they have already learned at home.  The childminder has a robust understanding of safeguarding procedures including who she should report any concerns to about a child's welfare. She is vigilant about safety, and as a result, children are able to play and learn without fear of harm.  The childminder has realistic expectations of the children and manages behaviour effectively to help them develop an understanding of right and wrong. Children are polite, friendly and are learning to take turns and share.

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This provision is good

 The childminder spends time considering what she does well, as well as identifying areas she would like to improve. This has enabled the childminder to develop her provision since her last inspection.  The childminder makes good use of her dedicated play space to provide a learning environment that supports children's independence.

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It is not yet outstanding because:

 The childminder has links with the other early years settings which children attend. However, precise details of children's learning are not shared consistently.

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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

 enhance partnership working with other early years professionals, so that precise information is consistently shared, so that children benefit from continuity and a highly collaborative approach in their learning and development.

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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 children's observation and assessment records, evidence of the suitability of household members and a range of other documentation, including the safeguarding procedures and risk assessments.  The inspector viewed the areas of the premises and garden used for childminding.  The inspector reviewed the childminder's self-evaluation document.  The inspector took into account the views of parents through discussions and written feedback.

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who attend. This is good

The childminder provides a stimulating range of activities to promote children's learning and development across the seven areas of learning. For example, children learn about the world as they watch tadpoles grow and develop into frogs. The childminder skilfully weaves counting and discussions about size into activities. This supports children's emerging mathematical understanding. Messy activities, where children can start to make marks, are used well to encourage early writing. The childminder naturally joins in with children's play, talking with them and supporting pronunciation. Younger children's babbling is responded to positively. As a result, children are developing good communication and language skills. The childminder is skilled in adapting activities to meet the needs of the differing ages of the children in her care. As a result, all children are motivated learners and spend sustained periods of time engaged in play. Children make

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who attend. This is good

good progress in relation to their starting points and are well prepared for school. The use of online diaries and regular two-way flow of information between the childminder and parents ensures they are actively involved in their children's learning.

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good

Children have strong relationships with the childminder. She collects clear information from parents when children start, enabling her to meet their emotional needs. Her provision is set up well to support children's independence. For example, children of all ages can freely access resources, and older children are encouraged to hang up their coats and put on their shoes. Along with discussions about what school is like; this support ensures children have the skills they need to be emotionally ready for the move to school. Children have opportunities to be active and engage in physical play in the house, garden and during outings in the local community. The childminder teaches children about the benefits of eating healthy foods. She supports them to make healthy choices, such as eating their sandwiches first. Children develop social skills and confidence as the childminder regularly meets up with other local childminders and makes use of local

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provision is good

The well-qualified childminder has a good understanding of the Early Years Foundation Stage requirements. She makes good use of a secure online system to ensure she is robust in her observations, assessments and planning. This supports all children's learning. The childminder makes very good use of a childminding support network and training to gain ideas to improve her practice. The childminder monitors and supports the work of her assistant well. Parents speak highly of the childminder, praising her professionalism and the caring service she provides. The childminder has made links with other settings the children attend. However, precise details of children's development, such as their next steps, are not consistently shared. This means the childminder is not able to provide outstanding support for children's ongoing learning.

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Setting details

Unique reference number EY303089 Local authority Cambridgeshire Inspection number 861800 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 19

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Name of provider

Date of previous inspection 19 January 2009

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Telephone number

The childminder was registered in 2005. She lives in Ely, Cambridgeshire. She operates 7.45am to 6pm, Monday to Thursday and 7.45am to 5pm on Friday all year round, except for family holidays and bank holidays. She holds a childcare qualification at level 3 and works with an assistant.

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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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