Childminder in Southend on Sea

Inspection report for early years provision

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Unique reference number EY423040 Inspection date 21/11/2011 Inspector Jennifer Beckles

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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 2011. She lives with her husband and two children aged six and 11 in Westcliff-on-Sea, Essex. Her husband is also registered and works as a co-minder. The whole of the childminders home, excluding the second floor is used for childminding. It is accessed via a small step to the front door and there are steps to the rear fully enclosed garden for outside play.

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Description of the childminding

The childminder is registered to care for a maximum of five children at any one time. There are three children on roll, one of whom is in the early years range. The childminder walks or drives to local pre-schools and schools to take and collect children. The childminder supports children with special educational needs and/or disabilities. The childminder is registered on the Early Years Register, compulsory and voluntary parts of the Childcare Register.

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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 make good progress because high quality, diverse resources help to facilitate their learning well. The childminder has comprehensive knowledge of the children and this also aids children's care and learning. Overall, working relationships with parents and others are good and support children's development. Effective evaluation of the childminder's provision ensures that she knows her strengths and weaknesses. The childminder is committed to continually improving her provision for the future and improving outcomes for children.

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further?

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

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further?

 use assessment to plan the next steps in a child's developmental progress with reference to the early learning goals  improve partnership with other settings, other professional and with individuals and community groups to support children's development and progress towards good outcomes.

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the early years provision

Good levels of supervision, relevant policies and procedures and robust risk assessments, for all appropriate aspects of the childminder's provision, help to ensure that children are kept safe. This is further supported by a good knowledge of safeguarding procedures and suitable vetting of all household members. Furthermore, well maintained records of accidents, medication and daily attendance are in place to ensure children's safety. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 Children have access to a good range of high quality and diverse resources which cover all areas of learning, including electronic musical instruments and numerous small world toys. The environment is organised well and resources are accessible in low level storage to allow children to make independent choices in their play. Regular reviews of her provision show that the childminder knows her strengths

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the early years provision

and weaknesses. One of her key priorities for development is to provide an outdoor activity centre in her garden for children so that they have greater challenge and can enhance their physical skills.

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the early years provision

Children's needs are met well because the childminder talks to parents about their individual needs, interests, skills and abilities. She uses this information to provide opportunities for children to pursue their interests and build on their skills. Close relationships with parents are formed and parents are able to support their child's learning by reviewing their learning journeys with the childminder. Learning journeys consist of collections of observations and annotated pictures of the children's achievements. Children's next steps are sometimes shown in the learning journeys but they are fairly general. They do not show specific targets related to the early learning goals. This means that it may be difficult to trace children's progress towards the early learning goals. Partnerships with the local authority and local childminders' network are in place and support her delivery of the Early Years

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the early years provision

Foundation Stage. Although partnerships are not yet established with others involved in children's care and learning, she is beginning to network with other childminders'.

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the early years provision

The childminder offers caring and sustained support to children who have special educational needs and/or disabilities. She provides this by talking to parents often about their children's needs and observing the children regularly so that appropriate plans can be made. Children are learning to develop positive attitudes towards themselves and others because the childminder talks to the children about differences and challenges discriminatory comments and teaches them about other cultures and beliefs.

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and outcomes for children

Children are happy and content and engage in numerous opportunities in a well- planned environment. From the basis of a secure relationship with the childminder, children are confident and independent learners who express curiosity in the world around them. Displayed ground rules for behaviour ensure that children behave in safe ways, for instance by taking care of resources, handling books carefully, and by using tools and equipment appropriately. The childminder teaches the children how to use their environment and resources safely, for instance by regularly tidying away toys when the children have finished using them so that they do not present as a tripping hazard.

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and outcomes for children

Children know how to stay healthy and prevent the spread of infection. They wash and dry their hands hygienically at appropriate times. They also benefit from having fresh air and physical exercise everyday, either in the garden or at the local park, where they explore a range of movements or get involved in physical games. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 Hearty, wholesome meals are offered to the children as well as nutritious snacks and fresh drinks.

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and outcomes for children

Children's learning is aided by the childminder's good knowledge of the Early Year's Foundation Stage. Support from the local authority early years service and the National Childminding Association has developed her understanding of the framework further. There is a strong focus on children being able to follow their interests and, to this end, they can select any toys or resources independently. Children snuggle in for stories, showing great interest in the pictures and join in with familiar refrains. Chunky, colourful chalks enable children to develop their literacy skills further as they make marks on the ground in the garden. Children show delight in making their own music by using electronic keyboards and guitars while developing skills for the future. Local walks to the woods or natural history museum help children to understand the world around them as they collect leaves for a leaf painting activity or learn about the history of dinosaurs. Children explore

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and outcomes for children

space and movement as they use a range of large and small soft indoor cushions at the local indoor play centre. Climbing and balancing skills are used to negotiate climbing frames in the garden. Puzzles of different levels and popular counting songs promote children's problem solving and number skills. This means that they are able to thrive and make good progress.

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and outcomes for children

Children behave well in this setting. A visual display of ground rules reminds children of the childminder's expectations. Behaviour is managed in a positive way where good behaviour is acknowledged and rewarded while unacceptable behaviour is discussed and 'time out' from activities is used as needed. Children happily share resources and cooperate with each other during play. Children are learning to develop positive attitudes towards themselves and others because the childminder talks to the children about differences and challenges discriminatory comments. She teaches them about other cultures and beliefs through celebrating different festival, such as Hanukah. Additionally, there is good representation of different cultures in books, dolls and puzzles which means that children are learning about difference and to respect each other. 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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