Childminder in Cambridgeshire

Inspection date

Previous inspection date 5 June 2017 10 May 2013

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

 Since her last inspection, the childminder has made significant improvements to address the action and recommendations. She has a good understanding of how children learn through play. She plans activities based on children's interests and next steps in their learning. Children are motivated and eager to join in with new experiences.  The childminder provides a welcoming, homely environment. Children have access to a good range of resources indoors and outdoors. Children are happy and settled. They demonstrate a strong sense of emotional security and confidence.  Children behave well. The childminder sets clear boundaries to ensure children play well together. They are well mannered, take turns and are kind and respectful of each other.  The childminder has good partnerships with parents. She ensures that they are fully involved in their children's learning and makes time to share information about their

p.1

It is not yet outstanding because:

 The childminder does not consistently share information about children's learning with other early years settings they attend, to further support children's good progress.  The childminder does not maximise opportunities for continuous professional development, in order to underpin her already good knowledge and teaching.

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

 consistently share information about children's learning with other early years settings that children attend, to further promote their learning  target professional development opportunities to further enhance the already good knowledge and teaching.

p.2

Inspection activities

 The inspector observed the quality of teaching during activities indoors and outdoors, and assessed the impact this has on children's learning.  The inspector discussed an activity with the childminder.  The inspector held a number of discussions with the childminder. She looked at relevant documentation and evidence of the suitability of persons living in the household.  The inspector spoke to children during the inspection.  The inspector took account of the views of parents through written feedback provided.

p.2

Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder regularly updates her policies and procedures. She demonstrates a good knowledge of the potential signs that children may be at risk of harm. She is confident in what to do should she have any concerns about the welfare of a child. The childminder carries out frequent risk assessments in her home to help ensure children are safe. The childminder has good systems in place to monitor children's progress and help ensure she identifies and swiftly addresses any gaps in their learning. The childminder effectively evaluates what she does and actively seeks views from parents through regular verbal feedback to help her bring about positive changes. Feedback from parents is positive. They comment that their children have settled well and are happy.

p.3

Quality of teaching, learning and assessment is good

The childminder knows the children very well and is clear about the way they prefer to play and learn. The childminder gathers detailed information about children's interests and assesses their skills and abilities well when they start. She completes ongoing assessments to plan effectively for what they need to learn next. The childminder encourages children's communication and language skills very well. For example, during a cooking activity, she effectively engaged children in conversations and skilfully asked them questions related to what they were doing. This helped the children to remain focused and engaged for an extended period.

p.3

Personal development, behaviour and welfare are good

The childminder has a calm and caring manner, and creates a welcoming environment where children feel safe and secure. The childminder promotes children's good health well. She encourages children to eat healthily. For example, she talks to them about different fruits and lets children select their own food for snack time, supporting their independence. Children have a good knowledge of hygiene practices and learn to manage their own personal needs, for example they use the toilet and wash their hands. The childminder offers settling-in sessions and visits the children's home when they first start. These are flexible and suited to the child's individual needs, which promote their emotional well-being effectively.

p.3

Outcomes for children are good

Children make good progress from their starting points and gain good skills for future learning and their eventual move on to school. They learn about letters, sounds and numbers as part of their daily routine. For example, children are keen to recognise their names on the flowerpots of the seeds they have planted. Children are confident communicators and talk to the childminder about their needs and wishes.

p.3

Setting details

Unique reference number EY454176 Local authority Cambridgeshire Inspection number 1083055 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 6 Total number of places 6 Number of children on roll 7

p.4

Telephone number

The childminder registered in 2012. She holds an early years qualification at level 3. The childminder operates all year round from 7am to 7pm, Monday to Friday, except for 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