Childminder in Thurrock

Inspection report for early years provision

p.1

Unique reference number EY420725 Inspection date 24/11/2011 Inspector Barbara Stanley

p.1

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.

p.1

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

p.2

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.

p.3

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).

p.3

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.

p.3

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

p.3

Description of the childminding

The childminder was registered in 2011. She lives with her husband and four-year- old child in Grays, Essex. The whole of the premises, with the exception of the third first floor bedroom, is used for childminding and there is a fully enclosed garden for outside play. The childminder drives or walks to a local school and nursery to take and collect children. She takes children to the library, park and toddler groups.

p.4

Description of the childminding

The childminder is registered to care for five children under eight years at any one time, offering places on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. At present, there are two early years children on roll. She opens from 6am to 6pm all year round. She is a member of an approved childminding network.

p.4

The overall effectiveness of the early years provision

Overall the quality of the provision is satisfactory.

p.4

The overall effectiveness of the early years provision

The childminder has developed a warm relationship with children, as her awareness of the uniqueness of each child ensures their individual needs are met. Children are very secure as safeguarding and welfare requirements are in place and adhered to. Linking with other childminders in the area ensures children explore the wider world and extends their social development. Children's individual next steps in all areas of learning are not always identified and planned for and they make satisfactory progress towards the early learning goals. The childminder is developing reflective practice, in order to understand strengths and identify areas for development in provision and practice.

p.4

further?

To meet the specific requirements of the EYFS, the registered person must:

p.4

further?

 develop full risk assessments for outings to ensure the necessary steps are taken to safeguard and promote the welfare of children. (Safeguarding and promoting children's welfare) 30/12/2011

p.4

further?

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

p.4

further?

 identify children's next steps and plan enjoyable and challenging learning and development experiences, tailored to their individual needs, laying a secure foundation for future learning  develop a culture of reflective practice and self-evaluation to identify the setting's strengths and priorities for development, that will improve the This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 quality of provision for all children.

p.4

the early years provision

Safeguarding policies and procedures are in place to ensure children are safe whilst on the premises. The childminder is confident in what she would do if she were concerned about a child in her care. Thorough daily checks to minimise risks are carried out, ensuring children's freedom to move around the setting. Risk assessments for outings are not fully in place. This is a breach of the Statutory Framework for the Early Years Foundation Stage.

p.5

the early years provision

The childminder's knowledge of child development is good and supports children's needs effectively. The environment is uncluttered and the childminder's sensitive, positive response to children enables learning to take place. A good range of resources are competently used to support children's play and learning. Policies to promote equality are adhered to so that all children are supported to achieve as well as they can. Some good links with parents are in place. Initial information gathered from parents before their child starts are thorough and supports the childminder to settle children into the setting. The childminder effectively uses a daily diary to give parents an overview of their child's day. Children's progress towards the early learning goals is satisfactory. The childminder attends regular coffee mornings with a group of local childminders, giving children the opportunity to extend their social skills by playing with children of different ages and stages of

p.5

the early years provision

development. Although, the childminder does not currently care for children with special educational needs and/or disabilities, she understands the importance of working with other agencies when needed.

p.5

the early years provision

The childminder is in the early stages of developing reflective skills and self- evaluation of her practice to identify the setting's strengths and priorities for development. For example, developing a garden area for opportunities to grow vegetables.

p.5

and outcomes for children

Children are very secure and full of confidence, moving freely around the setting and playing with toys and equipment of their own choosing. This is because the childminder identifies and supports their needs and interests and has developed a warm loving relationship with them. Children make progress towards the early learning goals. However, observations in all six areas of learning are not consistently recognised and next steps in learning not always planned for. The environment is planned to allow concentrated engagement and the childminder supports their play through good questioning and vocabulary extension. Fruit trees enable children to pick and eat fresh fruit giving them the opportunity to learn about the world in which they live. They also learn about making healthy choices. Regular visits to the 'coffee mornings' allows children to develop their large This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.5

and outcomes for children

muscles, as they ride on play horses and sit on cars. Opportunities to learn social skills, such as sharing and taking turns are an important part of these visits. Children learn number as they look at house numbers on their daily walks and count the birds bathing in the puddles, recognising when there are 'lots' and when some have 'flown away'. Children were very excited to wait, counting the rubbish trucks, until all three had passed by. Children become aware of time as they wait for their favourite characters to come on the television. The childminder's awareness of the stages of language development enables her to support each child appropriately, with some children imitating sounds of words whilst others are supported to pronounce words correctly. Children's progress is monitored and recorded and reflects their steady progress towards the early learning goals. Children are developing an understanding of different cultures and disability. They

p.6

and outcomes for children

watch a television programme, which promotes disability.

p.6

and outcomes for children

Children demonstrate a sense of independence as they explore away from the childminder and demonstrate a sense of belonging. They find their own coat and attempt to put it on. They remember to keep their drinking cup on the side table, so they do not spill it on the floor and slip. Children behave very well in the setting and understand the boundaries set. They respond positively to the childminder and ask for what they want. This demonstrates that children feel safe. When given choices, they readily make one, knowing that the childminder will follow through and support them. For example, as children became restless, the childminder offered them a choice of two resources. They chose the train set, which they played with for some length of time. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.6

Annex A: record of inspection judgements

The key inspection judgements and what they mean

p.7

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

p.7

children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

p.7

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

p.7

Stage

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

p.7

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

p.7

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

p.7

Annex B: the Childcare Register

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

p.8

Annex B: the Childcare Register

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

p.8