Childminder in Thurrock

Inspection report for early years provision

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Unique reference number EY295019 Inspection date 07/03/2012 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 has been registered since 2004. She lives with her two children aged five and eleven years in South Ockenden, Grays in Essex. The ground floor is used for childminding and there is a fully enclosed garden for outside play. The childminder is registered to care for four children at any one time and there are currently two children on roll, both of whom are in the early years age range.

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Description of the childminding

The childminder takes children to the local parent and toddler group. She is a member of the National Childminding Association and is registered on the Early Years Register and on the voluntary and compulsory 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 in their learning and development because the childminder has good knowledge of the children and plans well for their needs. The childminder works effectively with parents. However, partnerships with others are less well established. Children are safeguarded well. The childminder regularly evaluates the quality of her provision and has good awareness of its strengths and weaknesses. She is committed to continually improving her provision for the future.

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further?

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

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further?

 improve partnerships with other settings, other professionals and with individuals and community groups to support children's development and progress.

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the early years provision

Children are safeguarded well because the childminder has thorough risk assessments which help to ensure that all areas of the home and garden are safe. Risk assessments also cover the safety of toys, resources and outings. A good selection of required policies and procedures, including the attendance register, This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 consents and relevant records further ensure that children are protected. Children learn to keep themselves safe by observing house rules, such as, not running indoors.

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the early years provision

Toys and resources are wide ranging, well organised and easily accessible to the children. The childminder has identified key areas for development of her provision, such as, further training on the Early Years Foundation Stage so that she can enhance her provision and outcomes for children.

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the early years provision

There is close partnership work with parents. For instance, parents receive daily journals which provide detail on children's general well-being and activities. They also have daily opportunities to exchange information on children's interests and skills which help to inform planning. This means that parents can be involved in their child's learning. The childminder keeps developmental records for children and shares these with parents. This enables them to be informed of their child's progress. However, links are less well established with others involved in children's care and learning. This means that there are missed opportunities for others to support children's development.

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the early years provision

The childminder is experienced in the care of children with special educational needs and/or disabilities. She offers committed and nurturing support. Children are encouraged to accept difference by being in an inclusive environment where everyone is treated equally. This is supported further because children learn about different cultures and traditions.

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and outcomes for children

Children are happy and secure because they relate well to the childminder and each other. They have daily opportunities to get fresh air and exercise because they go for regular walks to the local park where they run, climb, balance and develop a range of physical skills. Children wash their hands independently at appropriate times and show awareness of the need to prevent the spread of germs. Meals, snacks and drinks provided are nutritious and varied, and cater for any special dietary needs.

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and outcomes for children

Children progress well because the childminder makes careful plans based on the Early Years Foundation Stage and also takes into consideration children's needs and interests. She regularly observes the children and utilises this knowledge to influence her planning.

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and outcomes for children

Children learn about life cycles as they collect frog spawn from the local forest and observe their growth and development. They learn to share and take turns as they play group board games. Trips to the local library for story telling sessions support language and literacy skills. Regular visits to 'sing-along' sessions at nearby playgroups provide enjoyable learning experiences for children. They are eager to draw and write on large plastic mats with colourful pens. The children select This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 stories from a range of interesting books, and recognise favourite characters. They use problem solving skills as they complete puzzles suitable for different abilities. Electronic toys, such as letter trays help children to learn sounds of letters. They count as they build with different construction sets. Children learn to sort and

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and outcomes for children

recognise colour names as they play with colourful cotton reels. Physical skills are developed as they learn to pull thread through the reels. They explore their creativity as they paint colourful pictures or make collages using a range of materials. Children learn skills for the future as they use technology to play computer games or operate a karaoke machine. They independently select and tidy away resources.

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and outcomes for children

Behaviour is managed well. The childminder offers explanations of why certain behaviour is unacceptable and uses praise to encourage good behaviour. Children co-operate with each other and share and take turns. They concentrate well when involved in activities. Children learn about different ways of life through celebration of significant cultural or religious events, such as Chinese New Year where children make paper lanterns and eat chinese food. The childminder challenges discriminatory comments so that the children learn to accept difference. 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 3 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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