Molloy Lynda Kathleen

Inspection date

Previous inspection date 8 June 2015 18 February 2010

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This inspection: Good 2

Previous inspection: Outstanding 1 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 quality of teaching is good. The childminder helps children to learn about the world around them by providing opportunities for them to grow plants and vegetables. As children find bugs in the garden, she helps them to understand what they need to eat by providing them with leaves.  Children who speak English as an additional language are supported well. Consequently, they have very good skills in spoken English by the time they move on to other settings or school.  Children have strong emotional attachments to the childminder who is very caring and attentive to their needs. This enables children to explore the environment with confidence.  The childminder uses a fair and firm approach to manage children's behaviour effectively. This means children respond well to instructions and are fully aware of what is expected of them.  The childminder demonstrates a good knowledge and understanding of all safeguarding

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This provision is good

procedures. This enables her to promote children's well-being effectively.

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It is not yet outstanding because:

 The outdoor area provides children with fewer opportunities to enhance all their skills, such as imaginative and creative play.

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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 the good outdoor area even further, for example, by providing children with more opportunities to play imaginatively.

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Inspection activities

 The inspector observed the childminder engaging in activities with children and talked with her about children's learning.  The inspector viewed the areas of the premises and garden that are used for childminding.  The inspector looked at children's assessment records, planning documentation, evidence of suitability of the childminder and a range of other documents, including the safeguarding policy.  The inspector took account of written information from parents and viewed the childminder's self-evaluation form.

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who attend. This is good

Children are actively engaged and motivated in their play. Young children show good levels of concentration and perseverance, for example, they carefully fit toy people into their vehicles. Children thoroughly enjoy being outside. There are many opportunities for children to develop their physical skills and they participate in planting activities. However, as the children choose to be outside for the majority of the day, there are fewer opportunities available to them that cover all areas of learning, when compared to inside. For example, there are no imaginative resources available for them to use in the playhouse. The childminder completes regular observations and assessments of children to identify their next steps in learning and to track their ongoing progress. She shares these assessments with parents and with other settings that children attend, which ensures continuity in children's learning. As a result, children gain the skills they need for their

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good

Children's emotional well-being is promoted because they have developed positive relationships with the childminder. This means children are happy, settled and secure in their surroundings. The childminder creates a warm and friendly environment to support children's development. Children learn appropriate hygiene practices through daily routines. They know they need to wash their hands before eating and after being in the garden. Children have many opportunities to be active and engage in physical play on a daily basis. They show excellent physical skills as they play on balance bikes. Children's behaviour is generally good as the childminder talks to them about what is right and wrong and praises positive behaviour. Important care information is shared well between parents and the childminder. This helps her to understand and meet each child's individual needs.

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provision is good

The childminder has a good understanding of the requirements of the Early Years Foundation Stage. She attends relevant training and makes changes to her practice as a result of her new knowledge. For example, after attending a safeguarding course, the childminder changed the way she records pre-existing injuries that children arrive with and ensures these records are always signed by parents. Children learn in a safe and secure environment because the childminder completes risk assessments to minimise potential hazards. Self-evaluation systems are used to enable the childminder and the co- childminder to reflect on their daily practice and identify areas for future development. They seek the views of parents to enhance their practice even further. This shows a good capacity to maintain continuous improvement. The childminder closely monitors children's progress through her assessments of their learning. This ensures any gaps in children's

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provision is good

learning are quickly identified and effectively addressed.

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Setting details

Unique reference number 222015 Local authority Cambridgeshire Inspection number 854610 Type of provision Childminder Registration category Childminder Age range of children 0 - 5 Total number of places 6 Number of children on roll 8

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Name of provider

Date of previous inspection 18 February 2010

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Telephone number

The childminder was registered in 1992 and lives in Cambridge. She operates all year round from 7.45am until 5.30pm, Monday to Thursday, except for bank holidays and family holidays. The childminder works with a co-childminder each day. The childminder supports children who speak English as an additional language.

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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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