Childminder in Essex

Inspection report for early years provision

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Unique reference number EY394472 Inspection date 09/06/2011 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 assesses 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 0300 123 1231, 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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T: 0300 123 1231 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 2009. She lives with her family in a house in Langdon Hills, 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 four children at any one time and is currently minding one child in the early years age group. The childminder also offers care to children aged over five years to 11 years. She walks to local schools to take and collect children. 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

Children in the early years age range are making good progress as the childminder has a good understanding of the Early Years Foundation Stage. Stronger aspects of the childminding are including and valuing all children as individuals and ensuring all children know how to behave and cooperate and respect their friends and the environment. The childminders work at promoting healthy lifestyles and ensuring children feel safe is good. Partnership work with parents is good as the childminder ensures parents are fully informed about her role and their child's care and progress. Self-assessment has been developed to assess the overall effectiveness of the setting, however, review is required to ensure self-assessment is reflective and continuous.

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further?

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

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further?

 continue to develop children s planning and assessments arrangements to ensure activity plans and assessments are linked  develop further self-evaluation systems to ensure self-assessment is reflective and sustainable.

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the early years provision

All the required documentation is in place, it is effectively formatted and maintained to a good standard. Polices and procedures have been recently updated ensuring that they are reflective of the childminder's current practice. Children are effectively safeguarded as good procedures, such as, the safeguarding This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 policy and vetting procedures are in place to protect them. The childminder has a clear understanding of her role in protecting children and clearly understands safeguarding practices as an independent worker. This includes sharing appropriate documentation with parents, the supervision of children and also transparency in all aspects of her work. Risk assessments are comprehensive and they successfully minimise risks to children, for example, the premises including the garden area are safe and secure and risks assessments are reviewed prior to

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the early years provision

new children starting at the setting. Effective fire procedures are in place, ensuring children know what to do in the event of an incident. Overall, children are effectively safeguarded.

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the early years provision

Resources effectively cover the six areas of learning and they are organised well to promote both independence and choice. Reasonable adjustments are made to support children's varying abilities to ensure an inclusive environment is effectively promoted. Daily routines, resources and equipment are effectively organised to ensure children's individual needs are met and that they enjoy their time while at the provision. Since registration the childminder has successfully implemented good polices and procedures, planning and assessment arrangements and effective working practices. She has completed mandatory training, for example, first aid and Introduction to Childminding Practice and also attended additional training such as safeguarding. The childminder is very reflective of her approach and is adaptable in supporting children's individual needs. Self-evaluation systems are currently being developed, however, further review is required to ensure that self-

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the early years provision

assessment effectively tracks progression to ensure continuous improvements are sustained.

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the early years provision

Partnership with parents is effective and good, as the childminder ensures that parents are fully informed about her role and the care of the children. Good quality information is exchanged on a regular basis and there are very clearly written contracts and consent agreements regarding the individual care needs of the children. All parents have access to written polices and questionnaires. Notices on the display board ensure they are fully informed. Developmental profiles are shared with parents to further update them about their children's progress. Parent's comments include, 'children enjoy their time at the setting', 'they are involved in many exciting activities' and 'the childminder supports children regarding their after-school activities'. Children are also treated as equals. Good systems are in place for the childminder to work together with other settings that deliver the Early Years Foundation Stage to promote effective transitions and

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and outcomes for children

The childminder has worked hard in implementing the learning and development requirements. Activity plans are effectively challenging as the childminder plans from children's individual needs and interest, however, written activity plans are not yet clearly linked to children's individual profiles. Children's observation records provide a good textual narrative of their progress, using both photographs and observations. Overall, children are making good progress in their individual This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 development given their starting points. Equality and diversity is effectively promoted within the home as resources with positive images of diversity are in use and children celebrate a number of festivals and events including Chinese New Year, Christmas, The Royal Wedding and children's birthdays.

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and outcomes for children

Children are settled in the home as the childminder ensures that she provides a positive and enjoyable play and learning environment. Good relationships are formed with the childminder, other family members and the minded children as they are treated with concern and their contributions are valued and acted upon. For example, choosing activities, such as, role-play and participating in activities such as dancing. Children take part in a variety of interesting planned activities and spontaneous events that successfully support all areas of learning, both indoors and outside. This includes art and craft activities, going to toddler groups and local Sure Start centres, books and stories and ride on toys. Children behave very well as the childminder has a clear understanding of how to positively manage their behaviour and there is a good focus on praise and encouragement to which children respond well. Consequently, children are happy, secure and confident in

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and outcomes for children

The garden provides an exciting play area for children where they can participate in physical activities, such as, riding bikes, using the slide and ball games. Favourite games are climbing the tree ropes and making tents. They also learn about the natural world, as they plant fruit and vegetables, help feed the birds and learn about the incubation and life-cycles of caterpillars and stick insects. They are able to play in the garden all year round, and they particularly enjoyed the snow as they make snow angles and have snow ball fights. Children have good opportunities for shared and sustained thinking as the childminder spends individual time with them in developing their imaginative play, for example, making butterflies.

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and outcomes for children

Children know the safety rules in the home as a result, they move around the home with skill and confidence. They also practise regular emergency evacuation procedures ensuring that they know what to do in the event of an incident. Children know when to wash their hands and what equipment they need to use to further minimise cross-infection. They enjoy a range of healthy snacks including fresh fruits and vegetables that are grown by the children. They particularly enjoy coming home after school and looking for and picking ripe strawberries for their snack. Children have access to fresh drinking water ensuring that they remain hydrated. 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. Overall the childminder successfully promotes children's understanding of healthy lifestyles and personal safety. 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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Early Years Foundation Stage

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 2 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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