Childminder in Essex

Inspection date

Previous inspection date 20/11/2012 26/03/2009

p.1

early years provision

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

p.1

This provision is good

 The childminder demonstrates a good understanding of the Statutory Framework for the Early Years Foundation Stage. She delivers all aspects of the framework well and keeps abreast of changes in childcare through appropriate training, forums and literature.  Children are happy, interested and motivated. They are independent and make clear choices over their play and learning. They are keen to learn and enjoy new experiences provided for them by the childminder.  Children speak confidently and converse proficiently with the childminder and others around them. The childminder supports their language development well, by asking open-ended and appropriate questions, providing them with good time to respond and using books to reference new ideas and words.  The childminder and children have established warm, caring relationships, which ensures that children feel, settled, safe and secure in her care.

p.1

It is not yet outstanding because

 Systems to fully involve parents in their children's learning not fully embedded. For example, they share limited information with the childminder about their children's starting points and limited evidence is available to show that they play an active role in identifying their children's next steps in learning.

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 held discussions with the childminder at appropriate times during the inspection.

p.2

Inspection activities

 The inspector viewed a range of records and documents relating to children's details, learning and care. She also viewed written policies, information about self- evaluation and saw training certificates, evidencing the training courses the childminder has attended.

p.2

Inspection activities

 The inspector took account of parent's views shared through feedback questionnaires and through 'thank you' notes and references written for the childminder.  The inspector observed activities in the lounge and dining room.

p.2

Information about the setting

The childminder was registered in 2005 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two adult children in a bungalow in South Woodham Ferrers, Essex and uses the lounge, dining room, kitchen, cloakroom, hallway and the rear garden for childminding purposes.

p.2

Information about the setting

The childminder has completed basic training including first aid and child protection and updates her knowledge through specific courses. She attends a childminder group and the local children's centre. She visits the local shops and park on a regular basis. She collects children from the local schools and pre-schools.

p.3

Information about the setting

There are currently eight children on roll, four are in the early years age group who attend for a variety of sessions and four are school-age children who attend before and after school. She cares for children all year round from 7am to 6.30pm Monday to Friday, except for family holidays.

p.3

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

 develop consistent systems, which enable all parents to play an active role in their children's learning.

p.3

who attend

The childminder's clear understanding of the way in which children learn through play, enables her to engage their interests and tailor her educational programmes to meet their individual requirements and learning styles. She demonstrates a secure understanding of the seven areas of learning and ensures that her planning reflects all areas. The quality of her teaching is good, and as a result, children make secure progress in all aspects of their learning. The childminder demonstrates her understanding of skilful questioning, in order to support children's learning and development. For example, she asks them about the shapes they cut from dough, the colours and how many shapes they have made. She uses language and questions to add challenge to the activity, based on the children's understanding and capabilities.

p.3

who attend

The learning environment is well-organised to enable children to explore and to spread their games across large areas of clear floor space. The childminder stores the majority of her resources in an outdoor shed, bringing a selection in each day, which she feels the children she is caring for that day will enjoy. Children are able to make further choices as the childminder has a photograph album containing every piece of equipment available to them. This is presented each day and children use this to inform their decision-making. The childminder is an active member of the local chidminding group, which enables her to provide children with good opportunities to meet with other young children. It also enables them to operate an informal toy library, where resources can be shared to enhance the children's experiences.

p.3

who attend

Children are provided with good opportunities to explore their local environment and community as the childminder plans regular outings and trips to places of interest. For example, they visit the local fire station, go for walks in woods and visit shops to purchase items. Children's knowledge of the wider world is proficiently extended, as the childminder plans a range of activities which enable them to celebrate festivals and special occasions relating to other people's cultures and beliefs. They enhance their knowledge through creative activities, foods, stories and music.

p.4

who attend

The childminder is constantly reviewing and developing her systems for observing children's play to ensure that it is robust and follows each child's learning. She records her observations in clear learning journeys and supports her evidence with photographs. The observations are matched to specific areas of learning and used to inform the following week's planning and to identify children's next steps. The childminder is flexible to allow for changes as they occur and to take into account children's moods and interests. The childminder has some systems in place to enable parents to be involved in their children's learning. For example, she shares their learning journeys with some parents on an informal basis. This system, however, is not consistent for all parents. Limited information provided by parents about their children's starting points and capabilities, limits evidence available to show how much progress children make.

p.4

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

Children form secure emotional attachments to the childminder as she is on hand at all times to support them and to act as a secure base, from which they can explore. She has effective settling-in procedures, which enable the children, parents and childminder time to get to know each other and to establish a clear understanding of each person's needs.

p.4

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

Children are confident and move freely around the areas of the childminder's home, which are accessible to them. Their self-esteem is effectively promoted by the childminder, who consistently uses praise and encouragement with them. They develop a good sense of belonging, as the childminder provides them with a specific place for their coats, shoes and other personal items. They also have a named place mat at the table. Children behave well and clearly understand the childminder's simple house rules. They use good manners and respond confidently to the childminder's positive language.

p.4

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

Children develop good self-care skills, for example, they demonstrate a clear understanding of good hygiene rules as they wash their hands after using the toilet. They enjoy a range of healthy meals and snacks, provided by the childminder. When parents provide a packed lunch, the childminder encourages children to open their own boxes and to eat their savoury items first, in preparation for school life. The childminder follows parent's wishes with regards to their children's diet and liaises effectively with them regarding any allergies or medical information. Children enjoy fresh air and exercise when they play in the childminder's garden and when they go for walks. They develop physical skills by playing with large-scale play equipment, running and jumping. Everyday opportunities are used by the childminder to teach children how to remain safe. For example, they talk about road safety every time to go for a walk and discuss the most

p.4

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

appropriate place to cross. Systems to skilfully support children's transitions to other settings are in place.

p.5

provision

The childminder demonstrates a secure knowledge of safeguarding issues. She understands her responsibilities and has clear information on file regarding current procedures to follow to protect children. The childminder regularly updates her safeguarding knowledge through appropriate training and discusses new advice and information with other childminders. The childminder's comprehensive risk assessments for the home, garden and outings, enables her to successfully identify dangers, eliminate risks and keep children safe. She creates a welcoming environment for children which is stimulating, safe and secure.

p.5

provision

The childminder is firmly committed to continually improving her provision for children and families. She accurately identifies areas for improvement by reflecting on her practices and by making necessary changes and improvements. She involves parents in her self- evaluation process, by asking them to complete regular questionnaires. The childminder has attended a wide range of training since her last inspection and has actively participated in forums and childminder meetings. She has a good relationship with the local authority development worker and evidence available from their monitoring shows clear improvement. All actions and recommendations set at the time of the last inspection have been effectively addressed and new systems implemented.

p.5

provision

The childminder recognises the importance of working with other professionals to provide support for all children. She has informal links with the local pre-school, which children attend, sharing verbal discussions about their progress and achievements. She follows the pre-school's themes, wherever possible to enhance continuity across their pre-school experiences. Parents are kept informed of their children's day through verbal discussions and written daily diaries. They express their confidence in the childminder through questionaires and letters of recommendation. At present not all parents are actively involved in their children's learning.

p.5

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.5

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.6

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.6

Setting details

Unique reference number EY319826 Local authority Essex Inspection number 820513 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 8

p.6

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.7

Type of provision

For the purposes of this inspection the following definitions apply:

p.7

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.7

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.7

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.7

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.7

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.8

Type of provision

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

p.8