Markham, Jennifer

Inspection date

Previous inspection date 10 December 2015 Not applicable

p.1

This inspection: Good 2

Effectiveness of the leadership and management Good 2

p.1

This inspection: Good 2

Quality of teaching, learning and assessment Good 2

p.1

This inspection: Good 2

Personal development, behaviour and welfare Good 2

p.1

This provision is good

 Partnerships with other providers are strong and are especially beneficial where children attend more than one provision. This collaborative working means information is shared effectively and children are supported in a coordinated and well-planned manner.  Children benefit from good teaching. The childminder knows children well and plans activities that will capture their imagination and sustain concentration effectively, according to their age and level of development.  The childminder values opportunities to improve her knowledge and skills. Recent training has supported her well in improving her observations of children and applying her knowledge in assessing their achievements accurately.  Children's communication development is especially well promoted by the childminder. As they play together, her skilful interventions help children learn new words and how to take part in everyday conversation.

p.1

This provision is good

 Children develop strong emotional bonds with the childminder. Good partnerships with parents help her to be fully informed of children's care needs and subsequently support their sense of security when in her care.

p.1

It is not yet outstanding because:

 There are occasionally fewer opportunities for children to enjoy and continue their learning outside in the natural environment.

p.1

What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

p.2

What the setting needs to do to improve further

 enhance the already good opportunities for children to play and continue their learning outside in the natural environment.

p.2

Inspection activities

 The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning.  The inspector completed a joint observation with the childminder.  The inspector spoke with the childminder and children at appropriate times throughout the inspection. She looked at relevant documentation, such as self-evaluation and evidence of the suitability of household members.  The inspector read parental questionnaires and took account of their views.

p.2

Effectiveness of the leadership and management is good

The childminder is dedicated to her role and has a good understanding of her responsibilities for children's learning and well-being. The arrangements for safeguarding are effective. The childminder is knowledgeable of local safeguarding procedures and how to report any concerns about children in her care. She ensures children are safe in her home and assesses risks accurately when they go on outings in the local community. The childminder reflects on her practice and the provision she provides for children and families. She seeks opinions from parents and others, which helps her action plans to remain firmly targeted on improving children's experiences and outcomes for the future. The childminder monitors children's progress effectively, and swiftly identifies where further support is needed to help them progress to an even higher level.

p.3

Quality of teaching, learning and assessment is good

Children enjoy playing and learning in the company of the childminder. They confidently choose their own activities and take great delight in sharing their ideas and thoughts with the childminder as they play together. They make animals from malleable materials and use this opportunity to talk about different body parts as they do so. They count their creatures accurately, talk about each one being bigger or smaller, and are able to group their toys according to species. Children become absorbed in stories and show great dexterity as they use props and puppets to enhance the tale. They listen carefully, recite familiar phrases and eagerly anticipate what comes next. The skilful support given by the childminder during these activities supports children's concentration and prepares them well for their next stages in learning, including school. Parents are well informed of children's progress and are involved in strategies to support children's learning at home.

p.3

Personal development, behaviour and welfare are good

Children are happy and feel secure in the childminder's care. They learn about good health as they wash hands before eating and enjoy nutritious snacks and meals. They have plenty of opportunities to meet new friends at local groups and enjoy going out in the local area for fresh air and exercise. The childminder knows how to support children's positive behaviour according to their individual needs, including helping young children to learn about sharing and playing well together. Resources and toys are of good quality and promote children's all-round development effectively.

p.3

Outcomes for children are good

Children make good progress in the care of the childminder. They demonstrate a sense of curiosity and enthusiasm as they play, which in turn builds the skills needed to support learning as they progress through their early years.

p.3

Setting details

Unique reference number EY463885 Local authority Cambridgeshire Inspection number 949761 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 11 Total number of places 6 Number of children on roll 8

p.4

Name of provider

Date of previous inspection Not applicable

p.4

Telephone number

The childminder was registered in 2013 and lives in Stretham, Cambridgeshire. She operates all year round from 7.15am to 6pm, Monday to Friday, except for bank holidays and family holidays.

p.4

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.

p.4

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.

p.4

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 reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.5

Telephone number

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

p.5

Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

p.5