Childminder in Essex

Inspection date

Previous inspection date 11/10/2012 14/03/2012

p.1

early years provision

This inspection: 2 Previous inspection: Met 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 2 The effectiveness of the leadership and management of the early years provision 2

p.1

This provision is good

 A great range of well-chosen resources is provided to meet children's needs, providing challenge and exciting, stimulating play and learning possibilities.  The childminder listens to children and takes their ideas and feelings into account when planning routines, activities and outings.  The very strong partnership with parents ensures children's specific needs are known and their well-being is considered at all times.  The code of conduct helps children know what is expected of them in terms of good behaviour, they learn to get along with one another in the group situation.  Effective systems, devised by the well-organised childminder to manage the provision, keep children safe and well cared for.

p.1

It is not yet outstanding because

 The childminder has not updated the safeguarding policy to have regard to the government document 'Working Together to Safeguard Children'.

p.1

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.

p.2

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.

p.2

Inspection activities

 The inspector spent time talking to the childminder and looking at documentation, including policies and children's development folders.

p.2

Inspection activities

 The inspector spent time observing and talking to children at play in the playroom, conservatory and kitchen.

p.2

Inspection activities

 The inspector was able to see parents' and children's responses to questionnaires and letters from parents sent in advance of the inspection.

p.2

Information about the setting

The childminder was registered in 2002. She lives with her husband and one adult child and one child aged 14 years, in Colchester, Essex. The whole of the childminder's home is used for childminding. There is a fully enclosed garden for outside play. The family has a cat and two guinea pigs.

p.2

Information about the setting

She is registered on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register. There are currently two children on roll in the early years age group.

p.2

Information about the setting

The childminder walks or drives to the local school to take and collect children. She is a member of the National Childminding Association.

p.3

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

 review the safeguarding policy and procedure with regard to the government document 'Working Together to Safeguard Children.'

p.3

who attend

The experienced childminder has a very good understanding of all the areas of learning. She provides a stimulating range of activities to promote children's progress very well, building on their development and achievements. All the children minded are of school age and those in the early years age range have activities suitable for their needs and with regard to the Statutory Framework for the Early Years Foundation Stage learning and development requirements. The childminder works closely with the children's reception class teacher and plans activities to complement their school topics, as well as providing support for reading and phonics. This close relationship also ensures that any information is passed from the school to parents, so that everyone is kept fully informed and children benefit from the continuity of care.

p.3

who attend

Children have access to a very well-organised and equipped playroom where resources are easily accessible and encourages them to make choices and be active learners. The room is bright and comfortable, allowing children to relax and recuperate after a busy and demanding day at school. They can choose to be active or read a book, play on the computer or use the craft materials for self-selected projects. Children show independence and an ability to be self-directed, for example, they draw and colour freely or make cards or collages to take home. Many examples are displayed around the kitchen and in photograph albums, allowing children to reflect on past enjoyable activities. This aids children's sense of belonging and self-esteem, as they know they are valued.

p.3

who attend

Children have free-flow access between the house and garden and have fun with the trampoline, balls and goal, as well as a selection of wheeled toys and other play equipment. They can dig and occasionally grow things, such as sunflowers, which are taken home. Physical play is also included by daily use of the school's large, fixed climbing equipment, which children like to have a go on after school, before they walk to the childminder's house.

p.3

who attend

Children's language development is promoted well as the childminder uses songs and stories, as well as helping children with learning new vocabulary. Several children attend for whom English is a second language and the childminder ensures that she has some of the key words needed to communicate effectively with both them and their parents. Children make very swift progress in English as they mix with the other children, particularly the slightly older children, in general play situations. Imaginative play takes the form of role play using the props provided, for example, a child brings the childminder a pot of 'sardines' that they have cooked for her, together with a fork to eat them with. The child watches while she savours them appreciatively and beams when told they are delicious. Children instinctively collaborate in piling up cushions and soft toys to make a throne for the family's cat, which obligingly perches on top while children clap and smile

p.4

who attend

with glee. They understand that they will tidy away after themselves and show care and consideration for their surroundings and the other children.

p.4

who attend

The childminder always conducts a baseline assessment of children to ascertain their capabilities and stages of development, including how independent they are at managing their own needs. This is based on what parents tell her and her observations of the child. She then matches this to examples in 'Development Matters', to ensure that children are reaching the expected levels or to provide additional support if they are not. By working alongside the class teachers in this respect, a very good picture of the child's learning needs is provided. She records her observations of children and annotates photographs, which form the basis of their development profiles. These attractive scrapbooks, along with examples of the children's free and guided art work and emergent writing form the basis for discussions with parents. Next steps are devised from the close observation and analysis of what children need to do next to progress their learning and again these are

p.4

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

The childminder makes good use of her well-established systems to help children settle in and feel secure in her home. She meets the children initially with their parents and uses these sessions to find out about children's needs, likes and dislikes. This builds a strong partnership with parents and sets the tone for the working relationship, in which the children are always central and their welfare paramount. The childminder is naturally warm, approachable and bubbly and inspires children with her enthusiasm and supportive, fun approach. Equally, they learn and respect the house rules designed to aid the smooth flow of the day and keep the setting comfortable for all.

p.4

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

The childminder encourages independence in allowing children to choose their activities and follow their own interests. They understand daily routines well, for example, on returning from school, all children help themselves to a snack from the range of items set out for them. Children know that they are allowed one sweet treat and can have fruit, cheese, crackers and a drink as they wish. Those staying for tea have a cooked meal, sitting at the table together. The childminder knows what foods children like and creates menus based on their preferences and includes healthy options and fresh ingredients. Children use the bathroom independently and are reminded, if necessary, to wash their hands at appropriate times.

p.4

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

Children learn to get along with one another and are quick to remind one another of the 'house rules' or code of conduct which is simple and clear. The childminder manages minor conflicts and issues well, defusing potential situations and maintaining a generally harmonious atmosphere by her firm but fair, consistent approach. Children have plenty of opportunities to feed back and say what they enjoy or do not enjoy about being at the setting. Their views are fully considered when expanding the range of equipment or activities on offer, or when making changes to the snack and mealtime menus.

p.5

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

The playroom and other areas of the home are thoughtfully resourced to support the various areas of learning and allow children to make choices in what they do. For example, crafts and related activities take place in the kitchen where there are cupboards stocked with resources, as well as numerous inspiring reference books for ideas. The playroom has the floor play, most construction, puzzles, board games and role play, dressing-up clothes and also a television for watching DVD's or selected, suitable children's programmes and electronic fitness programmes. The third area used by children is the conservatory where the computer is housed, so that they can use it uninterrupted to do homework or play selected games.

p.5

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

Parents are regularly sent surveys and questionnaires to gain their views. They have responded very positively and show their appreciation for the childminder's flexible and reliable service, which allows them to leave their children safely in her care while they work. The childminder is the main preferred, alternative emergency contact for several of the children who do not have extended family nearby, demonstrating that she is highly regarded, trusted and valued by the parents. A key skill and strength of the childminder is her sensitivity to children's individual home and family circumstances and working with them and their parents to ensure that they are happy and secure. She provides opportunities for children to talk through any anxieties and problems and helps them to work out solutions.

p.5

provision

Children are kept safe and free from harm as the childminder has a secure understanding of her responsibility in regard to child protection. She has attended a level 2 safeguarding children course and is keen to extend her knowledge in this area. The childminder is very confident that any concerns can be dealt with appropriately. She has children's safety and well-being as a paramount concern. The policy is available to parents in the well- presented information and policies folder. The safeguarding policy has not yet been updated to include regard to the government paper 'Working together to Safeguard Children'. The childminder ensures that her home is safe and secure for children. Children understand that they do not open the front door to anyone unless the childminder is with them, so unwanted persons cannot enter the home. They are frequently reminded to not talk to strangers when out and about. All areas of the house, garden and any outings

p.5

provision

undertaken are carefully and comprehensively risk-assessed and clear details of actions taken are recorded. Children take part in regular evacuation drills, so that they know what to do in the event of an emergency. The toys are regularly inspected for any damage or breakage and if not able to be repaired are disposed of. All adults in the household are checked and vetted for their suitability to be in contact with children and the records of these checks are available to parents.

p.6

provision

The childminder is reflective of her practice and demonstrates a commitment to providing high quality childcare for the families whom she has contact with. She has completed all mandatory training and continues to seek out opportunities to improve her knowledge and understanding of childcare-related issues. For example, she has attended diverse courses, such as managing bereavement in children, support for those with English as an additional language and is set to attend an update course regarding the Early Years Foundation Stage. She has completed a self-evaluation, which realistically identifies her strengths and includes a detailed development plan, showing well-thought-out ideas to extend and improve the learning opportunities for the children whom she cares for. The local authority 'ragging' system and the previous recent inspection both informed the childminder's vision for her future development as she is keen to act on advice and guidance from other

p.6

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

p.6

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.

p.6

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.

p.7

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.

p.7

Setting details

Unique reference number EY250800 Local authority Essex Inspection number 817400 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 23

p.7

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.

p.8

Type of provision

For the purposes of this inspection the following definitions apply:

p.8

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.

p.8

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.

p.8

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.

p.8

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,

p.8

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’.

p.9

Type of provision

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

p.9