Childminder EY419550

Inspection date

Previous inspection date 17 May 2016 30 September 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 is reflective and continuously evaluates her practice with a view to developing the service she provides even further. She consults with parents, children and other childminders to ensure their views are included. Older children comment that the childminder is the best they have had and how she always makes them happy.  Children are very content and settled with the friendly childminder. She offers a caring, nurturing and fun-filled environment for them. They show high levels of confidence in her care and express their affection for her and her family. Children snuggle up to the childminder as she reads them their favourite books. She builds secure attachments with them.  Children are active and inquisitive learners. They engage in a wide range of interesting and exciting learning experiences. For example, they enjoy observing and learning about the childminder's pet chickens. They also have immense fun building towers with

p.1

This provision is good

toy bricks, then laughing with delight as they knock them down.  The childminder promotes children's communication and language development very well. She models effective listening skills and builds upon children's vocabulary by teaching them the pronunciation of the new words they attempt to say.

p.1

It is not yet outstanding because:

 The childminder does not always reshape planned activities to embrace children's evolving interest in expressive art and design.  The childminder has not yet fully explored further ways to encourage parents to share information about their children's ongoing learning and development at home.

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

 strengthen planned activities to skilfully reshape and promote children's learning even further through their interest in expressive art and design  explore further ways to encourage parents to share information about their children's learning and development at home, building on the partnership approach to children's achievement.

p.2

Inspection activities

 The inspector observed the quality of teaching during indoor and outdoor activities and assessed the impact this has on children's learning.  The inspector spoke to the childminder and children at appropriate times.  The inspector observed a planned activity and jointly discussed this with the childminder.  The inspector looked at children's assessment records, a selection of policies, safety procedures and required documentation.  The inspector looked at evidence of the suitability of the childminder and adults who live at the premises over 16 years of age.  The inspector took account of the written views of parents, in addition to their verbal feedback.  The inspector reviewed how the provider evaluates her setting to continually improve outcomes for children.

p.2

Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. For example, the childminder implements a strict password system to check the identification of people who are given permission by parents to collect children on their behalf. Furthermore, she knows how to swiftly meet children's needs in the event of a child protection concern. The childminder demonstrates a strong commitment to continue to develop her knowledge. She completes regular training to continuously update her skills. As a result, the childminder has introduced a comprehensive range of new policies and procedures in line with current legislation. She shares these with parents in the informative welcome pack they receive. This helps them to fully understand the service she offers. The childminder carefully reviews the learning programmes to ensure that any gaps in children's learning are swiftly addressed.

p.3

Quality of teaching, learning and assessment is good

The childminder's knowledge of the children is gained through her detailed observations of their achievements and accurate assessments. This enables her to identify their next steps in learning. The childminder's genuine interest in children's play and her consistent praise motivates them to complete challenging activities. The quality of teaching is good. Children begin to use their emerging language to join in with action songs and nursery rhymes that the childminder sings to them. This helps to introduce them to mathematical ideas and number names in a fun and engaging way. Children have a wonderful time exploring the texture of shredded paper. They use their hands to throw it into the air and experience the sensation of it landing on their skin.

p.3

Personal development, behaviour and welfare are good

The childminder is a very good role model. She calmly and consistently reinforces good manners and supports children to take turns with activities. Close supervision from the childminder helps children learn how to keep themselves safe when developing their independence. For example, when they try to climb onto a chair, the childminder guides them until they are sitting down. Regular visits to local shops with the childminder provides children with opportunities to develop an understanding of the wider community and different occupations. Daily communication with parents means they are well informed of their child's progress with the childminder. Parents feel that the childminder is able to meet their child's needs exceptionally well and welcome the ideas she provides to support their learning at home.

p.3

Outcomes for children are good

Children are making good progress in their learning given their starting points. They demonstrate curiosity and positive attitudes towards learning. This helps them to acquire the key skills they need for future learning and they are appropriately prepared for school. Children have daily access to the childminder's inviting garden. They develop very good physical skills. Children persevere at following both large and small bubbles that float in the wind to enable them to pop them with their hands. Regular visits to local parks enable children to run freely and experience different equipment.

p.3

Setting details

Unique reference number EY419550 Local authority Cambridgeshire Inspection number 852015 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 10 Total number of places 6 Number of children on roll 3

p.4

Name of registered person

Date of previous inspection 30 September 2011

p.4

Telephone number

The childminder was registered in 2011 and lives in Sawston. She operates all year round from 8am 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