Childminder in Essex

Inspection date

Previous inspection date 19/11/2012 12/06/2012

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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 and secure as the childminder has an understanding of her responsibilities in regard to child protection and risk assesses her home and any outings undertaken to keep children protected.  Children can make choices from the available play materials and have regular outings which provide learning opportunities.  The childminder strives to create effective partnerships with parents and clearly enjoys developing warm and affectionate relationships with the children she cares for.

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It is not yet good because

 Systems to link observations to children's stages of development are in their infancy, so next steps are not always clear or relevant to individual children. Parents' involvement in children's learning is inconsistent and in some cases not effective in helping children make progress towards the early learning goals.  The outside area is not appealing or able to provide children with a full range of outside activities as there are some areas needing improvement, such as a dismantled shed and other debris.  Self-evaluation as a result of reflective practice is not fully utilised to prioritise improvements, or make changes that will benefit children, and parents' views are not yet incorporated.

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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 spent time interacting with children in the dining room.  The inspector spoke to the childminder throughout the inspection.

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Inspection activities

 The inspector looked at a range of documentation including children's records, some policies, and feedback from parents.

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Inspection activities

 The inspector spoke to parents and took account of parents' views gained in advance of the inspection.

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Information about the setting

The childminder was registered in 2006. She lives with her husband and child aged 11 years. The childminder and her husband also act as foster carers. They live in a house in a residential area in Braintree, Essex. All areas of the childminder's house are registered for childminding. Access is via one small step into the front door and the toilet facilities are on the first floor. There is a fully enclosed garden available for outside play. The family keep a bearded dragon and a rabbit as pets. There are currently two children attending who are within the early years age range. The childminder also offers care to children aged over five years to 11 years. The provision is registered by Ofsted on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The childminder walks to local schools to take and collect children and attends the local carer and toddler groups on a regular basis.

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must:

 develop the use of observations to assess children's progress over time and to plan an educational programme based on their individual interests and stages of development.

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

 continue to develop reflective practice and a system of self-evaluation to identify the strengths and key priorities for development that will improve quality for all children

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

 improve the outside area so that children can enjoy a full range of learning opportunities in a safe and stimulating environment.

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who attend

The experienced childminder has a basic understanding of the seven areas of learning and provides a range of activities to promote children's progress. The systems for observing and assessing children's progress, in order to plan the next steps in learning, are in their infancy so are not yet fully effective. However, the childminder is beginning to make use of supporting documents, such as 'Development Matters in the Early Years Foundation Stage' to inform her practice. She records her observations of children and annotates photographs which form the basis of their development profiles. These learning journeys are being developed to form the basis for discussions with parents. Next steps are not yet clearly identified or regularly included. They are not devised from the close observation and analysis of what children need to do next to progress their learning, and therefore parents are yet to be fully included in their child's development.

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who attend

Children are provided with a range of resources which are easily accessible and encourage them to make choices and be active learners. The room is light and has space for children to play on the floor or at the table. The lounge is available for watching television or relaxing. Children show developing independence as they choose and play with toys and equipment. For example, a young child asks for the play food and spends a long period engrossed in setting out food items, talking about them, preparing plates of food, cooking and handling it and then pretending to shop for items using a till and credit card. He shows great imagination and sustained concentration for this self-chosen activity and is supported by the childminder with appropriate vocabulary and assistance in finding certain tools and items. He happily helps to tidy the toys away when he is finished but is less interested in completing puzzles when this is suggested as a follow-on activity.

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who attend

The garden is home to the family's pet rabbit and children sometimes help to feed and care for it. However, currently the garden is not appealing or fully able to offer children good quality learning experiences as it is neglected in some areas and contains hazards such as a dismantled shed and rubble.

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who attend

Children's knowledge of the world is promoted as the childminder takes children out to local open spaces, and sometimes to a nearby well-resourced discovery centre, where they can enjoy outdoor learning. They visit the fields and woods and observe the changing seasons. One child describes falling autumn leaves as a 'leaf waterfall'. Additionally, walks to and from school are seen as opportunities to spot and discuss features in the environment and the childminder reports that children enjoy naming numbers they recognise on car number plates. When shopping with the children the childminder asks them what they can see around them and involves them in the processes of selecting and paying for goods.

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who attend

Children's language development is promoted as the childminder uses their favourite television shows and characters to help children with learning new vocabulary. The local library offers sessions and holiday schemes to help children enjoy books and sometimes the childminder takes children along to these.

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

The childminder has devised systems to help children settle in and feel secure at her setting. She meets the children initially with their parents and uses these sessions to find out children's needs, likes and dislikes. This helps to build partnerships with parents and sets the tone for the working relationship. The childminder is warm and approachable, and develops affectionate relationships with the children, who seek her out for comfort and reassurance at times. The childminder ensures 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. Children are reminded about not talking to strangers when out and about. They take part in evacuation drills, so they know what to do in the event of an emergency.

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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 and tries to help them get along with one another by intervening when there are conflicts over resources or competing for attention. She has some strategies to encourage positive behaviour and likes to help children think about what they do and the effects on others that their behaviour may have. She uses sticker charts when parents request this to help reinforce certain behaviours, such as helping with toilet training.

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

Children are offered snacks of fruit or a biscuit, and drinks such as squash, in accordance with parents' wishes. The childminder works with parents to help children achieve the next stage in development by moving from a bottle to a cup, which she will allow the child to choose. The childminder knows what foods children like and offers breakfast, lunches and teas based on their preferences and including some healthy options and fresh ingredients. Children use the bathroom independently and are reminded if necessary to wash their hands at appropriate times.

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

The childminder has links with local primary schools and pre-schools, developed over the course of her career. She is able to aid children's transitions, and prepare them for these important next stages, by talking to them about what they may expect.

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provision

All areas of the house, garden and any outings undertaken are regularly risk assessed and details of actions taken are recorded. 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.

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provision

The childminder has completed a safeguarding children course and is confident that any concerns can be dealt with appropriately; she holds children's safety and well-being as a paramount concern. The policy is available to parents online and is emailed to all parents when children start to attend.

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provision

The childminder has some understanding of her strengths and weaknesses. The previous recent inspection informed the childminder's vision for her future development and she is proactive in seeking information from various sources, such as the internet and other childminders, which she uses to develop her practice. The childminder is considering employing an assistant to help with busy times such as school runs and understands that she is responsible for the suitability of any adult she chooses employ to help care for children.

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provision

The childminder is beginning to be reflective of her practice and demonstrates an understanding of the improvements needed. For example, following the previous inspection she has instigated improvements to her observation and assessment of children. She has completed all mandatory training and ensures that First Aid and safeguarding knowledge is kept up-to-date, so that children are well protected.

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provision

Parents have informal chats with the childminder at pick up time and several have left complimentary messages and cards expressing their satisfaction with the service. Their views, nor those of children, have not been formally sought to inform the self-evaluation process.

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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 EY330433 Local authority Essex Inspection number 888283 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 5

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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. 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

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Type of provision

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.

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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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