Childminder in Cambridgeshire

Inspection date

Previous inspection date 25 January 2016 12 December 2011

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

 The childminder provides a warm and caring environment for children in which they can learn and explore. As a result, children feel happy and enjoy lots of individual attention, helping them to feel safe and secure.  Children are progressing well towards the early learning goals. The childminder's teaching skills, together with accurate assessments, mean children are meeting or exceeding levels typical of their age.  Partnerships with parents are well established. Parents contribute information about what children know and can do. They are aware of the activities children take part in, so they can extend their learning at home.  The childminder regularly evaluates her good practice, in order to identify and secure future improvements.  Children enjoy snuggling on the sofa to share story books with the childminder. She uses information books well to help to extend children's understanding of the world.

p.1

This provision is good

These activities also help children to develop a love for books.

p.1

It is not yet outstanding because:

 The childminder is keen to develop her qualifications. However, she has not yet identified more specific training to extend her skills in key aspects of her practice.

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

 sharpen the focus of professional development on improving specific areas of children's care, learning and development, in order to drive the quality of teaching to outstanding.

p.2

Inspection activities

 The inspector looked at relevant documentation, such as policies and evidence of the suitability of the childminder and other adults living in the home.  The inspector spoke with the childminder at appropriate times throughout the inspection about different aspects of her practice.  The inspector observed the quality of teaching and assessed the impact this has on children's learning.  The inspector observed all areas of the premises available for childminding.

p.2

Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder has a good understanding of safeguarding procedures and knows what to do if she has a concern about a child in her care. The childminder has a secure understanding of the Early Years Foundation Stage. She has effective systems in place to monitor progress in children's learning. She keeps good records of children's development and shares these regularly with parents and others involved in their care. The childminder keeps parents well informed about their children's day. She also encourages them to share information about their children's achievements at home. The childminder keeps her professional development up to date. She regularly meets with other childminders to share good practice.

p.3

Quality of teaching, learning and assessment is good

The childminder is a good role model for children's learning. She spends good quality time supporting children as they play. She engages them in conversations and listens with interest to what they have to say. She introduces children to new vocabulary and praises their efforts when they have a go at saying more complex words. The childminder skilfully teaches children about mathematical concepts, such as weight and measure, during planned activities. For example, they weigh cereal and delight in building tall towers. The childminder uses spontaneous opportunities well as a way of extending children's knowledge. For example, when a child shows an interest in large-construction vehicles, she takes them to see these re-surfacing a road nearby. Children learn about the wider world, different cultures and their community.

p.3

Personal development, behaviour and welfare are good

The childminder promotes children's emotional well-being very effectively. Children have developed strong relationships with the childminder. She is supportive and flexible when children start with her. She gathers detailed information from parents, enabling her to meet children's emotional needs very well. The childminder praises children and gently encourages them to try new experiences and persevere at tasks they find difficult. Children's independence is developing well. She supports children in understanding how to keep themselves healthy. For example, they learn how to wash their hands properly, discussing why this is important. Children are beginning to understand about food that is good for them. The childminder provides nutritious meals and snacks. Children have regular opportunities for physical play in the childminder's garden and go on trips to the nearby parks.

p.3

Outcomes for children are good

The quality of teaching is good. All children, including those who are learning English as an additional language, make good progress in relation to their starting points. They are well prepared for their next stage in learning.

p.3

Setting details

Unique reference number EY429467 Local authority Cambridgeshire Inspection number 852988 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 8 Total number of places 6 Number of children on roll 7

p.4

Name of provider

Date of previous inspection 12 December 2011

p.4

Telephone number

The childminder was registered in 2011 and lives in Cambridge. She operates all year round from 7am until 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