Childminder in Cambridgeshire

Inspection date

Previous inspection date 2 June 2015 25 November 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 effectively prepares children for their subsequent move to school or nursery. For example, she teaches them to share and take turns. Children learn to put on their own shoes and coats and to recognise numbers and letters.  The childminder works closely with parents. She finds out from them what their children like, know and can already do when they first visit. The childminder uses this information to plan activities that help children to quickly move on to the next stage in their development.  The childminder regularly updates her safeguarding knowledge and understanding. As a result, she is able to keep children safe and knows who to contact in the event of a concern about children's welfare.  The childminder uses a variety of teaching methods. She effectively supports children to learn about the world around them. For example, children collect objects on walks and study them closely through magnifying glasses on their return to the childminder's

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It is not yet outstanding because:

 On occasions, the childminder does not effectively communicate with staff from other settings children attend to ensure that consistent approaches to children's progress are maintained. Consequently, their learning is not always fully extended.  Children do not always have the opportunity to predict what will happen next or to solve problems as they play. This is because on occasions, the childminder does not help children to think as they explore and investigate.

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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 the existing communication channels with other providers so that a consistent approach to learning is maintained  give children even more opportunities to predict outcomes and solve problems for themselves during their activities, explorations and play.

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Inspection activities

 The inspector observed activities in the childminder's house and talked to the childminder and children at appropriate times throughout the inspection.  The inspector viewed the areas of the premises and garden used for childminding.  The inspector checked the evidence of suitability of household members and a range of other documentation, including the safeguarding procedures, the complaints procedure, records of complaints and self-evaluation forms.  The inspector looked at children's assessment records and discussed the childminder's planning methods with her.  The inspector took into account the views of parents as recorded in reference letters.

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who attend. This is good

The childminder provides a wide range of toys and activities for children to choose from. They confidently select items and quickly become absorbed in play. The childminder has a good knowledge and understanding of how children learn. She carefully plans activities that involve babies and older children at a level suitable for their individual development. For example, older children blow through straws, making bubbles in coloured water and create artwork from the bubbles. Meanwhile, toddlers enjoy splashing with their hands in warm water and popping bubbles with their fingers and straws. The childminder teaches children through demonstration and clear explanations, giving children time to repeat new skills and activities. However, the childminder does not always create opportunities for children to think about what will happen next or to solve problems for themselves. Consequently, their learning is not always maximised.

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good

The childminder quickly forms a close relationship with children she cares for. She maintains consistent boundaries through simple rules that children understand. Consequently, children are well behaved. The childminder provides nutritious snacks for children and encourages parents to provide packed lunches that promote a healthy diet. The childminder teaches children from an early age how to wash their hands with soap. She explains why they need to do this, helping them to begin to establish good hygiene routines. Children enjoy fresh air and exercise in the childminder's garden and the local park. She regularly takes children to sensory play sessions that help to support their physical development as they run and draw with their friends. The childminder uses diaries to record the day's activities, highlights or concerns. Consequently, parents are kept informed of their children's physical and learning needs.

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provision is good

The childminder follows clear procedures to safeguard children. For example, she checks her house and garden to ensure toys and equipment are safe. Any hazards are identified and minimised. The childminder has established effective self-evaluation methods. She seeks feedback from those she works closely with, including parents, agencies and other childminders. Through this, the childminder quickly identifies what will help her to improve her already good service. She expands her already good knowledge and understanding and introduces new ideas and procedures to help her. The childminder reviews her existing policies and adapts her delivery to address any ideas or concerns raised by parents. As a result, the childminder strives to provide a high quality service to children and parents. The childminder accurately monitors children's progress. Through this, she can quickly identify any emerging gaps in development. However, the childminder does

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provision is good

not always share focused teaching methods and plans to enhance individual children's learning with staff from other settings. Consequently, children's progress is not always maximised.

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Setting details

Unique reference number EY101614 Local authority Cambridgeshire Inspection number 869592 Type of provision Childminder Registration category Childminder Age range of children 0 - 12 Total number of places 6 Number of children on roll 12

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Name of provider

Date of previous inspection 25 November 2009

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Telephone number

The childminder was registered in 2002. She lives in Hardwick, Cambridgeshire. The childminder operates Monday to Friday, 7.30am until 6pm all year round, except for family holidays and bank 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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