Childminder in Essex

Inspection date

Previous inspection date 17/12/2012 Not Applicable

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early years provision

This inspection: 3 Previous inspection: Not Applicable 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 settled and comfortable in the childminder's care. They form close and caring relationships with her and her family.  Children freely choose resources and play materials from the interesting range on offer to them.  Children are provided with opportunities to express themselves creatively through planned and freely chosen craft activities.  Parents are effectively informed about the childminder's practices through well- presented written policies.

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It is not yet good because

 The childminder has not yet completed a local authority approved training course.  The childminder does not yet effectively observe, evaluate and provide a robust educational programme tailored to meet each child's learning needs.  The childminder does not yet use self-evaluation to review and monitor her practices. This results in her not effectively identifying her strengths and weaknesses.  The childminder has not yet established links with other early years settings which children attend, to enable appropriate sharing of information and to secure continuity of care and education.

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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 childminder's lounge.

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Inspection activities

 The inspector held discussions with the childminder at appropriate times during the inspection.  The inspector viewed all areas of the home used for childminding purposes.

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Inspection activities

 The inspector looked at a range of written policies, records relating to individual children, suitability evidence, accident and medication records and a selection of other documentation.

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Information about the setting

The childminder was registered in 2012 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner and one child aged two years in a house in Loughton and uses the whole of the ground floor, one first floor bedroom and the rear garden for childminding. The childminder has completed first aid training. She attends a local toddler group. She visits the local shops and park on a regular basis. She collects children from the local schools and pre-schools.

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Information about the setting

There are currently three children on roll; two are in the early years age group and attend for a variety of sessions and one is a school-age child, who attends during school holidays. The childminder cares for children all year round, from 8am to 6pm Monday to Friday, except for family holidays.

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must:

 undertake observations of children in order to understand their level of achievements, interests and learning styles. Use the observations to tailor learning opportunities for each child  complete an approved local authority training course.

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

 develop greater partnership working with parents and other early years settings, to enable all parties to work together, to identify children's next steps in their learning and help them make the best possible progress

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

 improve systems for monitoring and evaluating the provision, to include the views of parents and children and prioritise targets for improvement.

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who attend

The childminder demonstrates some knowledge of the learning and development requirements of the Statutory Framework for the Early Years Foundation Stage. She provides children with a selection of toys and play materials and encourages them to make choices over their play and learning but has not yet implemented all aspects of the framework. For example, she makes some basic observations of the children's learning, however, she is not yet using these effectively to tailor activities to meet each child's needs. The childminder collates limited information about children's starting points and capabilities. This, linked with the lack of meaningful observations, means that evidence to show how children are progressing is weak. The childminder is not effectively using her observations to plan challenging and exciting activities for children, which help them to make progress across all seven areas of learning.

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who attend

Children become engaged in play, as they safely choose resources from the low-level storage boxes situated in the childminder's lounge. They are becoming familiar with the toys and equipment available to them and ask the childminder for specific toys if they cannot see them. Children are encouraged to follow their interests as the childminder facilitates their ideas and suggestions. For example, they visit parks and playgrounds at the children's requests. Children enjoy some adult-led, planned activities, for example, card making. They use glue sticks, cotton wool and coloured pens to complete snowmen shapes. The childminder uses skilful questioning to enhance the children's knowledge and interest in this activity. She provides them with additional paper and pre-drawn Christmas shapes when they have finished their first card. Older children concentrate well and remain focussed until they have completed their task. Younger children find removing and

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who attend

replacing the pen lids more interesting; the childminder acknowledges their differing stages of development and facilitates this play. Children enjoy completing puzzles together and look at pictures in books. They explore the environment in which they live, when the childminder takes them for walks and makes use of toddler groups and activity days organised at local children's centres.

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who attend

Limited opportunities are available at present for parents to play an active role in their children's learning as the childminder has yet to effectively implement the learning and development aspects of the Statutory Framework for the Foundation Stage. She does not invite parents to be involved in identifying children's next steps in learning or to contribute information about their progress at home, to help her to plan appropriate and meaningful activities.

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

Children are settled and comfortable in the childminder's care as she creates a friendly and welcoming environment. She encourages parents to share clear information with her regarding their children's home life, interests and dislikes. She uses this information to provide her with knowledge about how to meet children's needs, for example, whether they need a comforter to help them sleep and what their mealtime routines are. This enables her to help children to settle effectively. Children develop positive relationships with the childminder and her family and enjoy the interaction they receive from her. Children behave well and develop a clear understanding of the childminder's expectations of them, as she speaks to them calmly and consistently applies the rules of her home. They move confidently around the areas of the childminder's home, which are accessible to them and older children independently access the toilet and hand-washing facilities.

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

Children are beginning to learn about keeping safe as the childminder reminds them of the importance of sitting carefully on chairs, walking sensibly along the road and using appropriate car seats and restraints. She ensures that the environment in which they play offers a good amount of clear floor space to allow them to explore resources appropriately. Children experience fresh air and exercise most days when the childminder takes them to parks and playgrounds. They are provided with some opportunities to play in her garden. Through regular routines, such as hand washing, children are developing self-care skills and are learning about healthy practices. The childminder encourages children to be involved in their own care routines, by talking to them about what is happening next. For example, she tells them that she is going to prepare lunch and that younger children then have a rest. Older children know that after lunch they attend the

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

local pre-school and have to get their coats and shoes on. The use of consistent routines and children's involvement in their care routines fosters their personal, social and emotional development and creates a secure sense of belonging.

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

The childminder is beginning to encourage children to develop an understanding about healthy eating by providing appropriate snacks and drinks and by talking to them about what is good for them. Transitions between home and the childminder are promoted by the childminder speaking to parents on a daily basis. The childminder helps older children to prepare for their next stages of learning, for example, by encouraging them to independently put their coats and shoes on.

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provision

Children are appropriately safeguarded as the childminder demonstrates an adequate knowledge of how to protect the children in her care. She has a clear written safeguarding children policy in place, which she shares with parents. All adults living at the childminder's home are vetted and proof of their suitability is available for inspection. Children play in a safe and secure environment as the childminder effectively risk assesses her home each day before the children arrive.

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provision

The childminder is in the process of completing a local authority approved training course, however, she has not finished this or obtained the required qualification. This results in some aspects of her knowledge of the Statutory Framework for the Early Years Foundation Stage being in their infancy. For example, her understanding of how children learn and how to observe and identify their learning needs. This also impacts on her ability to meet the requirements of the compulsory and voluntary Childcare Register. The childminder has made some changes and improvements to her provision since she started caring for children, such as, building in routines based around the children's pre-school runs and sleep patterns. However, she has not yet effectively monitored and reviewed her provision to enable her to identify her strengths and weaknesses. For example, she has only recently obtained information about appropriate training courses and has not reviewed

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provision

and monitored her educational programme, to ensure that it is robust and tailored to meet every child's needs.

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provision

The childminder works closely with parents to establish effective communication. She provides them with written policies and procedures to ensure that they are aware of her working practices. She discusses their children's day verbally with them, keeping them well-informed of the meals they have had, their sleep routines and the range of activities they have participated in. The childminder speaks to practitioners at the local pre-school, which children attend. However, she has not yet implemented effective partnership working, or linked in with key persons from the pre-school, to agree learning priorities for the children, so that they can make the best possible progress.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are

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actions)

The requirements for the voluntary part of the Childcare Register are

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To meet the requirements of the Childcare Register the provider must:

 complete a course approved by an English local authority  complete a qualification at a minimum of level 2 in an area of work relevant to childcare or undergo training in the core skills as set out in the document 'common core of skills and knowledge for the children's workforce'.

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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 EY445586 Local authority Essex Inspection number 805064 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 4 Number of children on roll 3

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Name of provider

Date of previous inspection Not applicable

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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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