Childminder in Cambridgeshire

Inspection date

Previous inspection date 27 October 2015 18 February 2009

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Good 2

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This provision is good

 The childminder has a good understanding of how children learn and develop. She offers them a range of good quality learning opportunities and extends their learning at an appropriate level.  The childminder promotes children's well-being. She gathers detailed information on children when they start, such as their likes, dislikes and what they already know and can do. She uses this to help them experience a smooth move into her care.  The childminder promotes children's good health. She gives them clear messages about healthy lifestyles and good hygiene practices. For example, children enjoy healthy snacks and drinks, and benefit from good opportunities to be physically active.  The childminder encourages children to try to solve problems for themselves, before offering timely assistance for those that need a little help. This helps build children's self-confidence and offers good levels of independence.

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This provision is good

 The childminder has strong relationships with parents. The effective exchange of information fosters a shared approached to children's care and learning. Consequently, children make good progress.

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It is not yet outstanding because:

 The childminder has not fully developed partnerships with all the other settings that children attend to promote a shared and consistent approach to children's learning.  The childminder misses opportunities to encourage parents to become further involved in the self-evaluation process.

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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 further the already good partnerships with the other settings that children attend to develop more effective ways to share information about their learning and development  build on opportunities to further explore the views and ideas of parents and children to support the continuous improvement of the setting.

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Inspection activities

 The inspector observed children's activities inside and during snack routines. She talked to the childminder and children at appropriate times throughout the inspection.  The inspector sampled the childminder's documentation, including policies, her self- evaluation form, training certificates and children's learning journals.  The inspector took account of the views of parents in the form of written feedback.  The inspector saw evidence of the suitability of all persons living on the premises and other documentation in relation to the safeguarding and welfare requirements.  The inspector carried out a joint evaluation of an activity with the childminder.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a good awareness of her role to protect children's welfare and fully understands the procedures to follow in the event of any concerns. The childminder promotes children's awareness of personal safety and risks well. She alerts children to possible hazards and dangers, and teaches them how to assess and minimise risks. For example, children participate in regular fire drills and learn about the importance of internet safety. The childminder monitors each child's progress closely. She identifies any gaps in learning and addresses these through planned activities. The childminder works well with local early years advisors to make improvements to her practice. She attends regular training to maintain her good practice and develop her teaching skills. This has a positive impact on children's care and learning.

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Quality of teaching, learning and assessment is good

The childminder routinely completes observations and assessments on children and effectively evaluates these to identify their individual next steps in learning. She plans a broad range of activities that follow children's interests and learning styles. Consequently, children make good progress across all areas of learning. Children select items of interest from a wide range of quality toys and resources and independently lead their own play. Children have opportunities to develop their mathematical understanding; for example, they explore shaped puzzles and sing songs. The childminder places a strong focus on supporting children's language and communication skills. For example, she models language and helps to extend children's vocabulary by introducing new words during play activities.

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Personal development, behaviour and welfare are good

Children are confident and self-assured in the childminder's care. They build secure relationships with the childminder and enjoy her company. This supports children's emotional development well. The childminder promotes children's behaviour effectively. Children learn to cooperate, be polite and to respect others and their differences. They have daily opportunities for exercise and fresh air, which promotes their good health. For example, children regularly attend community groups, soft play centres and local parks. This helps to develop children's social skills as children learn to interact with others.

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Outcomes for children are good

All children make good progress in their learning and development in relation to their starting points. They become independent learners and gain good skills needed for their progression on to the next stage of their learning.

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Setting details

Unique reference number 125941 Local authority Bexley Inspection number 840550 Type of provision Childminder Day care type Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 4

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Name of provider

Date of previous inspection 18 February 2009

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Telephone number

The childminder registered in 1996. She lives in Crayford, Kent. The childminder operates her service Tuesday to Friday from 7am until 6pm, all year round.

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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

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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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