Childminder in Essex

Inspection date

Previous inspection date 25/09/2012 02/10/2008

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early years provision

This inspection: 3 Previous inspection: 3 How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 3 The effectiveness of the leadership and management of the early years provision 3

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This provision is satisfactory

 Children are safe, secure and happy. They have formed positive relationships with adults and children and enjoy playing and communicating with others.  Children make appropriate progress in relation to their starting points. Planned activities are based on children's individual stages of development and support is focused on areas where children are below age-related expectations.  Children's communication skills are well supported through interactions with adults and a range of activities, ensuring children with language delay can catch up.  The childminder and her assistant attend relevant training, including in first aid, helping them to keep their knowledge and skills up-to-date.

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It is not yet good because

 A system of self-evaluation is in place, though it is not yet fully reflective in order to support continuous improvement.  Methods for involving and engaging parents in children's learning and development are not yet fully implemented.  Planning does not yet include sufficient challenge to fully extend children's individual learning and development needs or interests.

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Information about this inspection

Inspections of registered early years provision are scheduled:  at least once in every inspection cycle. The current cycle ends on 31 July 2016  more frequently where Ofsted identifies a need to do so, for example where provision was previously judged as inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage; or where assessment of the provision identifies a need for early inspection  prioritised for inspection where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

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Information about this inspection

The provision is also registered on the voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

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Inspection activities

 The inspector toured the premises, observing all areas used by children, including the garden.

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Inspection activities

 The inspector spoke to children and had discussions with the childminder and her childminding assistant.  The inspector made observations of children and resources.

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Inspection activities

 The inspector looked at documentation, including the self-evaluation form and training certificates.

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Information about the setting

The childminder has been registered since 2002. She lives with her husband and two children aged six and 10 years. They live in a house in a residential area of Chigwell, Essex. The whole of the house is used for childminding, with the main playroom being upstairs. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She is also registered to work with assistants and is currently working with one assistant on a full-time basis. She is currently caring for eight children under the age of eight, including four in the early years age range. She also cares for three children over the age of eight. The childminder collects from the local primary school and pre-schools. She is a member of the National Childminding Association and receives support from the local authority.

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must:

 Strengthen planning to ensure it shows challenge and extension of children's individual needs, interests and stage of development with a mixture of adult-led and child-initiated activities for children to work towards the early learning goals.

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To further improve the quality of the early years provision the provider should:

 improve the system of self-evaluation to reflect upon the quality of the provision, set challenging targets and take into account the views of parents and children

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To further improve the quality of the early years provision the provider should:

 develop the system for communicating with parents to involve them in contributing to assessment of children's progress and to enable them to support learning at home.

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who attend

Children have their needs met and make appropriate progress in line with their ages and stages of development. A generally clear system of planning is in place which is based on the interests and most developmental needs of individual children. This focuses on the prime areas, especially for younger children and ensures that children are supported in catching up with their peers where their development falls below expectations. For example, for children who are not yet communicating in line with their age, there is a focus upon the use of simple, repetitive language and nursery rhymes in order to develop children's confidence and familiarity with words and phrases.

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who attend

Children are supported in learning through the activities they have chosen for themselves. While some activities are planned to support children in identified areas for development, play is broadly based own children's own interests. This helps to ensure that children are engaged and interested for the majority of the time.

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who attend

Children's learning and development is monitored and assessed and as a result, both the childminder and her assistant are generally aware of the steps individual children need to take next, in order to make progress. As a result children are mostly ready for the next steps in their learning. For example, for children who lack confidence in trying new things, the childminder introduces these gradually in a secure environment, so that the children feel happy to try something new in the future. Use is made of the local environment and facilities, so that learning is based on real experiences such as shopping or messy play sessions.

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who attend

Children see that their home customs and cultures are valued. In addition to English, adults also speak to children in their home language, especially as they are settling in. A variety of world festivals are celebrated, helping children to value their own beliefs, and those of others. The childminder has informal engagement with parents regarding starting points of their children and systems are not yet fully developed to fully involve parents in children's learning.

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who attend

Through a focus on child-led play, children are engaged at all times. They enjoy choosing what they want to play with and interaction with adults helps to develop their enjoyment and sense of achievement, for example, when they have built a tall tower. Children use resources, such as mark-making equipment, confidently. Young children enjoy experimenting with different colours as they scribble, while older children write their name or draw more recognisable pictures, demonstrating age-appropriate pencil control.

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The contribution of the early years provision to the well-being of children

The childminder ensures her home is safe and secure at all times, using risk assessments of the premises and for trips and outings. Children feel comfortable as they arrive happily, talking about what they have done at nursery and what they want to do later. Children quickly settle to play and enjoy chatting to the childminder and her assistant. They enjoy cuddles and receive praise and encouragement for their efforts. Children behave well and sensitive language is used to encourage sharing and turn taking. They enjoy the company of others, smiling and giggling as their friends do funny things.

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The contribution of the early years provision to the well-being of children

Appropriate daily routines, for nappy changes, meals and rest times help to ensure that children are happy. The organisation of the main playroom, using open and low-level shelving, means that children can be independent in choosing toys. Children are becoming more confident in managing their own hygiene needs, with older children using the toilet independently. They are supported in developing a healthy lifestyle through nutritious meals and regular opportunities to exercise. These include trips to the park, walks around the local area and use of the garden area where children develop physical skills with toys such as balls and scooters.

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The contribution of the early years provision to the well-being of children

Children are supported in developing the skills they will need for school. They become more independent as they get older, putting on their own shoes and changing their clothes. Very young children also develop independence as they feed themselves using age-appropriate cutlery and bowls.

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provision

The childminder understands her responsibilities for meeting the learning and development requirements, including completing two year old checks and the Foundation Stage Profile, as appropriate. She plans and provides educational programmes which are satisfactorily tailored to meet most of the needs of the children in her care and have been revised in light of the revised Early Years Foundation Stage.

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provision

Appropriate procedures are in place to safeguard children and promote their welfare. Adults are aware of the procedures to follow should they have concerns about a child and the childminder has attended training in safeguarding. All of the required documents, policies and procedures are in place, helping the childminder to care for children in line with parents' wishes. Checks have been carried out through the Criminal Records Bureau for all adults living or working on the premises. The childminder monitors the performance of her assistant and ensures that she is able to attend relevant training.

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provision

Adults work with parents to settle children and where desired, stay in contact throughout the day. Informal conversations allow the childminder to share information on progress and development with parents. However, the exchange of information is not yet sufficiently developed to allow parents to contribute to children's learning records, or for the childminder to fully support and promote learning at home. Informal links with other settings, such as, nurseries which children also attend, help the childminder share some information about progress and development, including any identified strengths or concerns.

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provision

The childminder has addressed previous issues raised at inspection. This has brought about some improvements to documentation and to the educational programme. A simple system of self-evaluation is in place and the childminder is able to discuss some future improvements to her practice. However, she is not yet sufficiently analytical in order to fully support reflective practice and continuous improvement. The childminder ensures that she attends relevant training to keep up-to-date. She also monitors the practice and development of her assistant and she talks through any issues with her, although she does not currently have any formal system in place.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are Met The requirements for the voluntary part of the Childcare Register are Met

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Grade Judgement Description

Grade 1 Outstanding Outstanding provision is highly effective in meeting the needs of all children exceptionally well. This ensures that children are very well prepared for the next stage of their learning. Grade 2 Good Good provision is effective in delivering provision that meets the needs of all children well. This ensures children are ready for the next stage of their learning. Grade 3 Satisfactory Satisfactory provision is performing less well than expectations in one or more of the key areas. It requires improvement in order to be good. Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement. The provision is failing to give children an acceptable standard of early years education and/or is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be inspected again within 12 months of the date of this inspection.

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Grade Judgement Description

Met The provision has no children on roll. The inspection judgement is that the provider continues to meet the requirements for registration. Not Met The provision has no children on roll. The inspection judgement is that the provider does not meet the requirements for registration.

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Inspection

This inspection was carried out by Ofsted under Sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and care, known as the Early Years Foundation Stage.

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Setting details

Unique reference number EY312190 Local authority Essex Inspection number 884586 Type of provision Childminder Registration category Childminder Age range of children 0 - 10 Total number of places 8 Number of children on roll 11

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Telephone number

set out in the guidance ‘raising concerns and making complaints about Ofsted', which is available from Ofsted’s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk.

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Type of provision

For the purposes of this inspection the following definitions apply:

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Type of provision

Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration.

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Type of provision

Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration.

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Type of provision

Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises that are usually their own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

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Type of provision

Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school. 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,

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Type of provision

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, 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. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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