Waeland Jane

Inspection date

Previous inspection date 16/10/2012 08/06/2009

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early years provision

This inspection: 1 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 1 The effectiveness of the leadership and management of the early years provision 1

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This provision is outstanding

 Extremely effective planning provides children with rich, varied and imaginative experiences, which enable them to develop superbly across the three prime areas and four specific areas of learning.  Children are motivated, excited and keen to learn. The childminder's extremely sharp focus on their capabilities enables her to help them to acquire communication and language, physical and personal, social and emotional skills and to make rapid progress in their learning.  The childminder is highly skilled and sensitive in helping children to form secure emotional attachments. This enables children to develop high levels of self-confidence and to use familiar adults, as a secure base, from which to explore independently.  The childminder's practice is inspirational. She successfully strives to provide a superb quality provision which enables her to effectively monitor and exceed the requirements of the Early Years Foundation Stage. Her secure commitment to working in partnership

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This provision is outstanding

with parents and other external agencies ensures that children's needs are quickly identified and exceptionally well-met.

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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 observed activities in the lounge and inspected all areas of the home used for childminding.  The inspector held discussions with the childminder and her co-minder.

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Inspection activities

 The inspector viewed children's development records, planning documentation, evidence of training courses attended, risk assessments of the premises, outings and individual children's risk assessments, evidence to show that all adults living on the premises have been vetted and a range of other documentation.

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Inspection activities

 The inspector took account of the views of parents spoken to on the day and written feedback from parents, gathered by the childminder.

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Information about the setting

The childminder was registered in 1997 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives in a house in a residential area in Rayleigh, Essex. All areas of the childminder's home are used for childminding. There is an enclosed garden available for outside play. She lives with her children aged 19 and 13 years. The family have four pet cats and two rabbits.

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Information about the setting

The childminder has completed basic training including first aid and child protection and regularly updates her knowledge through specific courses, such as food hygiene, behaviour management and quality assurance. She attends a local toddler group and regularly takes children to other activities, such as the local pre-school. She visits local shops and parks on a regular basis.

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Information about the setting

The childminder currently has six children on roll, all of whom are in the early years age group. These children attend on a part-time basis. The childminder minds all-year-round from 6.45am to 6.30pm, Monday to Friday.

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

 implement plans to further develop opportunities for younger children to explore natural materials, for example, through the use of treasure baskets.

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who attend

Children's progress across all seven areas of learning is superb in relation to their starting points, because the childminder demonstrates extensive knowledge and understanding of the ways in which children learn through play. She provides them with an excellent balance of well-planned and stimulating experiences, as well as opportunities to freely guide their play and learning. The childminder and her co-minder know the children in their care extremely well. They use their clear and effective observations to plot children's achievements and record their progress in interesting and informative learning journeys. They spend time at the end of every week devising their weekly plan for the following week. This is based on an evaluation of the children's achievements, any gaps identified in their learning, their individual next steps in learning and anything they have shown a particular interest in that week. Informal chats with the children, usually held at the

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who attend

beginning of the week, enable the childminder to establish whether anything exciting or different has happened to the children over the weekend. If so, these are followed up through discussions with parents and often used as additional activities during the week. For example, cards may be made to celebrate a family member's special birthday or a topic may arise from a child's trip to the zoo. The childminder is consistently active in the children's play and learning, sitting with them on the floor and facilitating their ideas and suggestions. Her use of skilful questioning helps to extend the children's thinking and to challenge them further. For example, a child's recent interest in penguins is used as a means of counting, discussing colour and shape and to talk about whether they live in hot or cold climates. Children enthusiastically join in with these discussions, inputting their knowledge. When caring for younger

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who attend

children, the childminder focusses her attention to the three prime areas of learning, for example, when babies and younger children make sounds, the childminder responds to them with similar sounds or words, developing their understanding of turn-taking. She provides exciting and interesting resources, which help them to explore their environment safely, enabling them to develop their physical skills. The warm and close relationship she builds with all children helps them to form secure attachments and to develop an extremely strong sense of belonging.

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who attend

Children thoroughly enjoy watching and caring for the childminder's pet cats and rabbits. The rabbits wander freely around the garden, often coming up to the patio doors and in the better weather when the doors are open, visiting the children in the lounge. This prompts great excitement and children are heard chatting enthusiastically about the animals, pointing to them and following their movements through the glass. The childminder provides excellent opportunities for children to explore nature by watching wildlife and going on treasure hunts. They learn about planting and growing as they have their own growing area in the childminder's greenhouse. They explore leaves, conkers and other natural materials picked up on their walks. At present the childminder provides opportunities for younger children to enhance their investigative and curiosity skills, however, acknowledges that these could be further developed through the introduction

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who attend

The childminder is very receptive to information about children's individual development, which is received from other settings that children attend. She uses this information to enhance her assessment of the children in her care. The childminder has extremely well- established systems in place for reviewing children's progress and has provided parents and other settings with clear summative assessments about their development for many years. She has extremely effective systems in place for completing the newly introduced progress check for two-year-olds and works well with other agencies involved in younger children's lives, to devise an 'all-round' picture of their stage of development. She effectively uses the document, Development Matters in the Early Years Foundation Stage to plot children's learning and is confident that all of the children in her care are working within the appropriate age bands or exceeding them. Parents are actively encouraged to

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who attend

play a role in their children's learning by viewing and commenting on their children's learning journeys every term, by contributing to the assessment process verbally and by sharing information about home achievements with the childminder as an ongoing process.

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

Children develop extremely secure emotional attachments to the childminder, her family and her co-minder. This is achieved through well-organised and established settling-in sessions, which are attended and guided by parents. Babies confidently explore their environment from the secure base of the childminder and her co-minder, who shares the responsibility of key person with the main childminder. The childminder is very in tune with the babies in her care, as she demonstrates superb knowledge of their individual personalities, likes and needs. This enables her to provide them with warm, loving and consistent care and helps her to respond to their needs in a timely manner. All children display high levels of self-confidence as they move enthusiastically around the accessible areas of the childminder's home. They show pleasure in each other's company, for example, when younger children wake from a morning sleep they are greeted with smiles,

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

gentle touches and repetition of their name by other children.

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

Children develop extremely effective self-care skills as the childminder and her co-minder facilitate their independence, whilst still supporting and supervising when needed. For example, older children are encouraged to help to prepare snacks and to pour their own drinks. They help the childminder to settle new or younger children and to develop bonds by helping with their personal needs. For example, they pass the childminder a clean nappy or collect clean items of clothing from a baby's bags. Children develop a secure sense of belonging within the childminder's home, as they have individual baskets in which to place their belongings, individual towels to dry their hands on and spaces for their own nappies, creams and wet wipes.

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

Children thoroughly enjoy a wide range of healthy and nutritious snacks and meals provided through the childminder's firm commitment to healthy eating. They have fruit and fresh vegetables on a daily basis and are encouraged to make healthy choices when suggesting foods for main meals. Babies are encouraged to develop independence, for example, by using their own spoons or finger eating. Older children are encouraged to learn about practices which keep them healthy and well, such as regular hand washing, eating foods which are good for them and limiting those which are not so good for them. They are encouraged to be fit and active through a wide range of planned and freely chosen play opportunities. The childminder has a large and well-equipped garden with a fully-functioning playroom. Children access these areas every day. They were inspired to participate in physical activities over the summer when the Olympics were held and were

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

taken to see the Olympic torch carried through the area.

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

The childminder consistently gives the highest priority to the safety of children and actively encourages them to develop their understanding of how to keep themselves safe and secure. For example, all children wear high visibility jackets when they leave the childminder's home. The jackets are printed with the childminder's telephone number in case children get lost. Children are encouraged to take some risks, under the close supervision of the childminder, for example, younger children find the plastic garage a convenient place to sit. The childminder observes and supports this exploration, only intervening when she feels that the garage may not support them well. The individual risk assessments, completed by parents, ensure that the childminder always uses appropriate equipment in line with the children's needs and the parents' requests.

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provision

The childminder has an extremely secure knowledge and understanding of safeguarding children. She understands her responsibilities and has clear information about the procedures she would follow if she had concerns about the children in her care. The childminder ensures that parents understand her role by sharing her clear written policies and procedures with them and reminding them, on a regular basis, to update her with any relevant information about their children. The childminder has attended child protection training and works with a co-minder, who has had extensive safeguarding knowledge and experience. Their combined knowledge ensures that children remain well-protected from harm at all times. Extremely effective systems ensure that all adults living on the premises or having regular contact with minded children are appropriately vetted and proof of their clearance is held on file. Visitors to the childminder's home are monitored and a clear

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provision

record of their presence is recorded in the visitor's book. Comprehensive risk assessments are conducted for the home, the garden and any outings children are taken on. These successfully enable the childminder to identify risk and to keep children safe and secure. Individual risk assessments are also carried out for every child on entry to the provision and as an ongoing practice. This ensures that the childminder is always aware of their changing physical capabilities, any medical or allergy issues, any fears and what equipment they require, for example, appropriate sized car seats and high chairs.

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provision

The childminder demonstrates an extremely strong and positive commitment to providing a high quality provision for every child and their family. She successfully achieves this through careful and robust monitoring of her working practices, written policies, partnerships and educational programmes. Her self-evaluation enables her to effectively identify any areas of her provision which need to be further developed. Parents play an extremely active role in this process, by completing targeted questionnaires every three months. These provide them with excellent opportunities to focus on a particular area of the childminder's practice, such as their children's learning or care issues. The childminder has spent considerable time acquainting herself with knowledge about the revised Early Years Foundation Stage and reviewing all of her documentation and procedures to ensure that they are in line with the new requirements. She is confident about her delivery of

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provision

these requirements, however, has identified that further training on this subject would be beneficial and is in the process of sourcing a training course for herself and her co-minder.

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provision

The childminder is an established childcare professional who has many years of experience of working with parents and other professionals to provide the support required for every child in her care. Her provision for working in partnership with parents is exemplary and enables them to be fully involved in all aspects of their children's care and early education. Parents are provided with very clear and comprehensive information about the childminder's setting, her family, her ethos and the way in which she supports all children. A monthly newsletter updates them on any changes happening within the childminding provision and provides parents with information about the range of activities and topics the childminder is planning to cover, with the children, over the coming month. She has sourced a clear and user-friendly information sheet about the changes to the Early years Foundation Stage, written especially for parents and shares this with them to ensure that

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provision

they remain well-informed about their children's educational provision. Partnerships in the wider context are very effective. The childminder works extremely closely with other early years settings which children attend and shares information about their learning and progress with the key persons at these settings. She works with teachers of children who have impaired hearing and obtains clear information, which helps her to meet all children's individual needs, for example, information on sign language used by some of the children.

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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 203255 Local authority Essex Inspection number 817982 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 6

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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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