Childminder in Essex

Inspection report for early years provision

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Unique reference number 560042 Inspection date 19/10/2009 Inspector Lisa Paisley

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Type of setting Childminder to 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 rates council children’s services, and inspects services for looked after children, safeguarding and child protection. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 08456 404040, or email enquiries@ofsted.gov.uk . You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way.

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Royal Exchange Buildings St Ann's Square Manchester M2 7LA

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T: 08456 404040 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Introduction

This inspection was carried out by Ofsted under Sections 49 and 50 of the Childcare Act 2006 on the quality and standards of the registered early years provision. ‘Early years provision’ refers to provision regulated by Ofsted for children from birth to 31 August following their fifth birthday (the early years age group). The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and welfare, known as the Early Years Foundation Stage.

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Introduction

The provider must provide a copy of this report to all parents with children at the setting where reasonably practicable. The provider must provide a copy of the report to any other person who asks for one, but may charge a fee for this service (The Childcare (Inspection) Regulations 2008 regulations 9 and 10).

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Introduction

The setting also makes provision for children older than the early years age group which is registered on the voluntary and/or compulsory part(s) of the Childcare Register. This report does not include an evaluation of that provision, but a comment about compliance with the requirements of the Childcare Register is included in Annex B.

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Introduction

Please see our website for more information about each childcare provider. We publish inspection reports, conditions of registration and details of complaints we receive where we or the provider take action to meet the requirements of registration. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Description of the childminding

The childminder was registered in 1993. She lives with her family in a house in a rural village, Bicknacre, Essex. All areas of the childminder’s house are used for childminding. There is a fully enclosed garden available for outside play.

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Description of the childminding

The childminder is registered to care for a maximum of six children at any one time and is currently minding three children in the early years age group. The childminder also offers care to children aged over five years to 11 years. She walks or drives to local schools to take and collect children and the childminder takes children on regular outings to the local parks. The family has no pets.

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Description of the childminding

This provision is registered by Ofsted on the Early Years Register and the compulsory and voluntary parts of the Childcare Register.

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Description of the childminding

The childminder is a member of the National Childminding Association (NCMA).

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The overall effectiveness of the early years provision

Overall the quality of the provision is good.

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The overall effectiveness of the early years provision

The childminder has extensive knowledge and understanding of how to best promote children's learning and development, ensuring they thrive and make excellent progress. Partnerships with parents are highly valued and contribute significantly to ensuring that each child's individual needs are well met, along with any additional support needs. Children are settled and confident as they engage in a wide range of stimulating play opportunities in the safe and secure environment. Continuous improvement is promoted through the childminder's commitment to accessing ongoing training and support from the development worker, however, formal self-evaluation systems have not yet been developed to secure continuous improvements to the setting.

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further?

To further improve the early years provision the registered person should:

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further?

 develop further self-evaluation systems to ensure continuous improvements

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the early years provision

Children are well protected from harm as the childminder demonstrates a clear commitment to her role in safeguarding children. She has attended appropriate training relating to the Local Safeguarding Children Board (LSCB) local guidance and procedures and has established a clear written safeguarding policy. This ensures she can confidently follow up any concerns about a child's welfare. The childminder clearly understands her role in supervising children and ensures that This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 children are not left alone with any persons whom have not been fully checked through the Criminal Records Bureau (CRB), further safeguarding children. Effective risk assessments are carried out each day to ensure the premises is kept safe and secure, and there are very well-considered arrangements in place should an emergency situation occur in the home or during an outing. Children benefit

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the early years provision

from the well-equipped provision, there is a designated play room that is decorated with a combination of children's artwork and photographs. Play equipment and activities are organised so that they are accessible to the children.

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the early years provision

The childminder gets to know parents and carers extremely well, forming very close, positive and effective relationships with them. Information is shared through daily meaningful discussions and sharing children's profiles, and this is highly effective in ensuring that children's changing needs are well met. Parents and carers who are new to the setting receive a very informative pack, covering detailed information about the service that is provided for their children, as well as, an outline of the key policies and procedures at the setting. The childminder has established good systems of communication with the other practitioners that care for the children; this includes both the local pre-school and primary school. This promotes further continuity in the care that children experience.

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the early years provision

The childminder is fully committed to meeting the needs of the children and their families, and values their views on the service she provides. For example, she actively seeks feedback from parents by issuing parental questionnaires and fostering meaningfully daily discussions about her practice. Positive verbal comments from parents include the childminder being very effective and caring in her role; they are reassured that the childminder values all the children individually, she acts in the children's best interests at all times and understands the importance of supporting children through transitions. The childminder is reflective in her approach and is always looking at ways to improve her provision, although this needs to be formalised into self-evaluation to establish realistic targets for continuous improvement.

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and outcomes for children

Children are provided with extensive opportunities which help them to make strong progress in their learning and development. The childminder has a very good understanding of early childhood development, children's individual learning styles and uses this knowledge to skilfully extend and consolidate children's learning through her rich interactions with them. For example, children delight in playing with transport toys and the childminder extends this to interlinking tracks, introducing the concept of puzzles. Children benefit from the childminder's intuitive understanding of their individual learning needs and interests, as she skilfully reflects on her observations of children's progress and gives high regard to these in the planning process. Each child's developmental record is presented with meaningful photographic examples of the children participating in a wide range of learning opportunities, and detailed observations that are skilfully linked to the

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and outcomes for children

aspects of learning in the Early Years Foundation Stage (EYFS). All reasonable adjustments are made to maximise accessibility and equal participation for all This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 children, this includes making adjustments to the physical environment so that the younger child can effectively participate in activities such as painting and play dough.

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and outcomes for children

The children take part in a good variety of interesting planned and spontaneous activities and events which successfully support all areas of learning, both indoors, outside and the within the local community. Children enjoy using a range of malleable materials that help their finer manipulative skills and they have good opportunities to talk about their play and recent experiences, for example, finding worms and growing sunflowers. They develop an appreciation of books as they spend good quality time with the childminder looking at their favourite stories that both include instruction and delight such as, 'Topsy and Tim'. There are good opportunities for children to learn about early mathematical concepts, as the childminder has individual time with the children where focussed, work is planned this includes number and alphabet activities. The spacious outdoor area is very well resourced and effectively laid out, with children’s physical development

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and outcomes for children

particularly well planned for. As a result, children enjoy carefully manoeuvring the ride-on car to avoid obstacles. Children enjoy opportunities to visit different places of interest in the local community, for example, walks along the bridle path where they can see the horses and also explore the area for insects and wildlife. The childminder fosters interesting discussions with children which help them to recognise their own unique qualities and celebrate the characteristics they share with other children.

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and outcomes for children

Children respond extremely well to the childminder's consistent and highly positive approach to supporting behaviour which helps them to play harmoniously together and to share resources with ease. Children are developing a very good understanding of how to stay safe. For example, the childminder has regular road safety talks with children and she ensures they are all involved in practising regular fire evacuation drills in the home. Children are supported to learn about aspects of a healthy lifestyle as the childminder praises them for managing their hand washing routines independently and provides them with a very well-balanced range of nutritious meals and snacks. The childminder has attended first aid training and therefore knows what to do in the event of an accident or when a child is unwell. The childminder is knowledgeable about individual children’s dietary and medical needs as she gathers all the required information before the child

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and outcomes for children

starts are the setting. Therefore children’s health and well-being is fully supported. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Annex A: record of inspection judgements

The key inspection judgements and what they mean

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Annex A: record of inspection judgements

Grade 1 is Outstanding: this aspect of the provision is of exceptionally high quality Grade 2 is Good: this aspect of the provision is strong Grade 3 is Satisfactory: this aspect of the provision is sound Grade 4 is Inadequate: this aspect of the provision is not good enough

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children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

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and managed?

The effectiveness of leadership and management in embedding ambition and driving improvement The effectiveness with which the setting deploys resources 2 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 2 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 2 The effectiveness of the setting’s engagement with parents and carers

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Stage

The quality of the provision in the Early Years Foundation Stage 2

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Stage

The extent to which children achieve and enjoy their learning 2 The extent to which children feel safe 1 The extent to which children adopt healthy lifestyles 2 The extent to which children make a positive contribution 2 The extent to which children develop skills for the future 2

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Stage

procedures set out in the guidance available from Ofsted’s website: www.ofsted.gov.uk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Annex B: the Childcare Register

The provider confirms that the requirements of the compulsory part of the Childcare Register are: Met

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Annex B: the Childcare Register

The provider confirms that the requirements of the voluntary part of the Childcare Register are: Met

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