Childminder in Essex

Inspection report for early years provision

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Unique reference number EY431729 Inspection date 10/01/2012 Inspector June Oliver

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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 10 years in Colchester, Essex. The whole of the ground floor is used for childminding and there is a fully enclosed garden for outside play. She makes use of local parks, toddler groups and the children's centre.

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Description of the childminding

The childminder is registered to care for a maximum of five children under eight years at any one time, of these, no more than three may be in the early years age range. She is currently caring for two in this age group who attend on a part-time basis. The childminder is registered by Ofsted on the Early Years and the compulsory and voluntary parts of the Childcare Register. She has a relevant level 3 childcare qualification and is a member of the National Childminding Association.

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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 towards the early learning goals because the childminder plans activities and experiences which meet their individual needs. They readily engage in child-initiated and adult-led activities which cover all the areas of learning consistently. The childminder evaluates her practice and is aware of her strengths and weaknesses and is committed to improving outcomes for children. Children are happy and settled and eager to explore the setting because the childminder has established effective relationships with them and their families. The positive partnership with parents, pre-school and the local authority ensures mostly effective information sharing and good support for children's learning. All required policies and procedures are in place and effective in practice.

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further?

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

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further?

 improve the exchange of information with parents to involve them more in children's ongoing assessments of their learning and development.

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the early years provision

Children are safeguarded well at the setting as the childminder has completed training and has a good knowledge of local policies and procedures. She has a policy in place and contact numbers available should she have a concern about a child in her care. The childminder completes risk assessments to ensure children play in a safe environment. She is vigilant when out and about and supervises play well to further ensure children's safety. Required documentation is maintained to This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 support practice and further safeguard children.

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the early years provision

The childminder evaluates her practice and is aware of her strengths and weaknesses. She has identified areas for improvements and has recently reorganised her paperwork to ensure better efficiency. She has identified areas of development to enable her to raise the outcomes for children. For example, developing the garden to provide a sensory area for children to explore. The childminder regularly evaluates activities to ensure they meet the needs of the children meeting up with other childminders to share good practice. The childminder holds a level 3 childcare qualification and attends courses to update her knowledge and practice.

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the early years provision

The childminder has good knowledge of the Early Years Foundation Stage and uses this to support children's learning. Children select their own resources from a well-resourced playroom. For example, children can choose from construction toys, art and craft materials, pretend play items, imaginative play and investigative resources. This encourages children to become independent learners and ensures good progress towards the early learning goals. The childminder adapts activities to enable all children to participate by supervising their play and knowing their individual abilities.

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the early years provision

The childminder has established positive relationships with parents to enable them to feel fully involved with their children's care and education. She collects information about children's medical and dietary needs and their starting points to enable her to meet their individual needs. They share information on a daily basis about their child's day using care diaries and verbal exchanges. The childminder shares information about the activities and experiences children participate in, however, she does not always share their progress towards the early learning goals. This means that parents are not always able to fully support their children's learning and development. The childminder has formed positive relationships with the pre-school that children also attend. This ensures children's learning is further supported. She also makes use of the local authority and other childminders for support with her practice.

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and outcomes for children

Children are settled in this setting and secure in their routines as the childminder has formed good relationships with them. They are confident to explore the indoor and outdoor environment and engage in the activities offered to meet their individual needs. Children know where they can go and what they can do. For example, they know they can move through the whole downstairs area when pushing the dolls in the buggy. This encourages children to become independent learners. All children learn how to keep themselves safe when out of the setting as appropriate buggies are used and the childminder teaches them about road safety. They learn how to use equipment and tools safety as children are encouraged to help prepare their own snacks. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 Children effectively learn how to keep themselves healthy at this setting. They learn about healthy routines as they wash hands after playing in the garden and

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and outcomes for children

before eating. They learn about healthy food choices as they are offered healthy snacks and learn what foods are good for them. For example, children choose their own snack from the list on the wall which includes fruit, vegetables and crackers. Children have good opportunity to play outside. They engage in physical play as they have free access to the garden and go to the park and woods regularly. For example, they use the garden to blow bubbles and to explore nature and use the large play equipment and run around at the park. This ensures they know about the effects of exercise on their bodies and promotes their physical development and skills.

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and outcomes for children

Children make good progress towards the early learning goals because the childminder plans activities around their individual interests and learning goals. The childminder observes children's play and links activities to the areas of learning. These are used for assessment and to identify next steps. Children are developing good communication skills as the childminder asks them relevant questions and waits for a response. For example, she asks children what their favourite song is, and what they would like for their snack. Children are learning good listening skills as the childminder asks them if 'they can hear the birds singing' and they listen to the action songs. Early writing skills are encouraged as the children participate in craft activities and drawing. Mathematical skills are promoted as children count when selecting fruit for snack and calculate how many pieces are left after eating one. Children are learning about information technology as they use cameras, play

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and outcomes for children

phones and calculators. They are encouraged to be independent around the setting by helping to prepare their snack, and putting their own coats on. This ensures children are developing good skills for the future. Children are learning about the world around them by using community groups, going to the library and going for walks.

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and outcomes for children

Children behave well as there are clear and consistent boundaries and play is supervised well. This ensures children feel confident to explore and participate in the activities. Children receive praise for effort and achievement and for helping around the setting, such as helping to tidy the toys away. This ensures that children feel valued. Children play with the childminder, such as, when playing the instruments and choose to play alone, for example, when feeding the dolls. Children celebrate festivals and birthdays to learn about faiths and cultures. They learn about differences and diversity using positive images around the setting, books, puzzles and small world figures. 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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