Childminder in Southend on Sea

Inspection date

Previous inspection date 08/01/2013 23/11/2010

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early years provision

This inspection: 3 Previous inspection: 2 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 enjoy stories and books with the childminder. She develops their language skills effectively through detailed discussions, questioning and exploration of pictures linking their learning to their home lives.  Young children develop strong bonds with the childminder who they rely on for cuddles, reassurance and support in their play.  The environment and resources are well organised and inviting for young children to play and learn.  Good use is made of outdoor play opportunities; children enjoy opportunities to explore local woodlands.

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It is not yet good because

 Methods for dealing with unwanted behaviour are too few and are not always appropriate for the age and stage of children's development.  Effective planning is not implemented consistently, in order to ensure sufficient challenge for all children, so that they make as much progress as possible.  The childminder does not give parents sufficient information about how they can support their children's learning at home, in order to promote continuity in their experiences.

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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 children playing in the downstairs area.

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Inspection activities

 The inspector spoke with the childminder at appropriate times throughout the inspection.

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Inspection activities

 The inspector looked at children's learning journeys, planning documentation and a selection of policies, children's records and complaints log.

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Information about the setting

The childminder was registered by Ofsted in 2008 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives her husband and one child in Southend-on-Sea, Essex. The whole of the property is used for childminding except for the master bedroom. There is a fully enclosed garden for outside play. The family has a pet cat.

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Information about the setting

The childminder regularly takes children on outings to the local shops, park and other places of interest. She is able to take and collect children to and from local schools, nursery and pre-schools.

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Information about the setting

The childminder currently has four children on roll, all of whom are in the early years age group. The childminder operates all year round from 7am to 7pm, Monday to Friday except for bank holidays and family holidays agreed in advance. Children are able to attend a variety of sessions. The childminder is a member of the National Childminding Association.

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must:

 develop a further understanding and implement, effective ways to manage young children's behaviour, taking into account their age and stage of development.

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

 develop the educational programmes to ensure that activities are differentiated to take account of children's individual learning needs and therefore, offer sufficient challenge to extend their learning

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

 improve the exchange of information with parents to support their children's learning at home.

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who attend

Children play happily in the childminder's care and access an adequate range of resources. For example, children enjoy playing with the soft dough; where their creative and expressive development is nurtured. They create a range of models using tools, cutters and presses. The childminder has a sound understanding of children's development and is increasing her knowledge of the Early Years Foundation Stage. Children are making satisfactory progress towards the early learning goals. The childminder creates 'learning journey' folders for the childminded children. These folders hold unique information about each child, such as written observations, photographs and art work. Children have fun as they participate in an appropriate range of 'hands on' learning experiences, which are planned around their interests. Observations are used to identify if the children are making progress in their learning as the childminder uses this information to assess children's next

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who attend

steps in their development. However, the childminder does not use this information to inform her planning so that activities provide sufficient challenge for children and therefore, effectively promote and extend their learning.

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who attend

Children have sufficient opportunities to initiate their own play as toys and resources are easily accessible, which promotes children's choice and independence. They learn to share and take turns as they play and receive regular praise and encouragement for effort and achievement, which helps boost their self-esteem. The childminder provides activities that support children's speech and language. For example, children enjoy looking at picture books and reading story books with the childminder. Older children communicate well as the childminder interacts effectively with them. She encourages them to talk about what they are doing and challenges them to think, as she asks questions. Children therefore express their feelings and ideas well and use language very confidently. Children enjoy taking part in art and craft activities, where they use their imaginations to create patterns. They also use a range of one-handed tools and equipment to sprinkle, spread, paint and

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who attend

glue. For example, children enjoy making paper plate collages with different types of materials and media.

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who attend

The childminder is currently gaining a 'Forest School' qualification, in order to encourage and inspire children through positive outdoor experiences. Children enjoy opportunities to take part in outdoor activities, such as visits to the local parks and woodlands where they have fun as they search for bugs and insects in the undergrowth. Successful adult-led activities provide children with opportunities to categorise objects according to properties, such as, size. For example, children enjoy problem solving with puzzles where they are asked to find the matching shape for the hole. This results in children being able to follow simple instructions and learning basic mathematical concepts, such as shape and colour. Children are able to use bricks to create their own simple structures and arrangements. Secure interaction is demonstrated through a caring relationship between the children and the childminder. She provides opportunities for children to learn about similarities and

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who attend

differences between each other in a diverse society, through celebrating some festivals and through the use of books and resources.

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

The childminder has established effective partnerships with parents and this ensures that she is well informed about each child's individual requirements. She collects information about their routines and preferences when children first start with her to help them settle quickly and feel comfortable in her home. Children feel safe and secure in the setting, through the childminder establishing warm, trusting relationships and familiar routines. For example, children help the childminder to put away the toys they have finished playing with in order for another activity to take place. Children learn from an early age about appropriate hygiene procedures; before having their lunch they wash their hands. Children develop sound self-care skills, as toddlers are encouraged to feed themselves using appropriate cutlery at meal times. Healthy lifestyles are promoted through the use of both the indoor and outdoor areas. Children have access to the outside on a daily basis,

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

whatever the weather. Independence is promoted with children as they are encouraged to try and do things for themselves, such as putting on their shoes and coats to go outside. As a result, children learn appropriate self-care skills and confidence in their own abilities. This also gives the children the skills to support their transition to other settings, such as pre-school and school.

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

Children respond positively to praise and encouragement. On the whole, their behaviour is sound and they develop positive relationships with adults and their peers. Children are safe within the home. For example, they are involved in regular fire evacuation drills to develop their awareness of fire safety and know what to do in the event of an emergency. The childminder teaches them the importance of road safety when out and about walking around the community. Resources are organised and easily accessible to all children. These are located in low-level storage units. This enables children to make some choices regarding their play. Children are welcomed into a warm and caring environment, where they are all valued and included. The childminder is committed to providing an inclusive childminding provision for all children. The home is made welcoming and inviting to children. Praise and celebrating children's achievements have a positive impact on

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provision

The childminder has compiled a satisfactory range of policies and procedures that inform parents about the service she provides. The environment is safe and secure as the childminder undertakes risk assessments of her home and garden. Risk assessments of all outings are also carried out, this promotes children's safety when out and about with the childminder. Confidentiality is maintained and documents are kept secure and are well- organised. Children are safeguarded as the childminder knows what to do should she have any concerns regarding their welfare. All of the necessary records of accidents, incidents and medication are in place. The childminder holds a current first aid certificate, which ensures that children can be cared for in an emergency without delay.

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provision

Equality and diversity practices are sound. Children are welcomed into a warm and caring environment, where they are all valued and included. The childminder is committed to providing an inclusive childminding provision for all children. The home is made welcoming and inviting to children. Daily discussions with parents ensure they receive useful information about their child's day and individual care routines. However, the childminder has not yet established a system of sharing children's learning and development with them so that they know how their children are progressing and can support their child's learning at home. The childminder regularly exchanges information with providers of other settings that children attend in order to enhance children's learning and development.

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provision

The childminder is currently updating her knowledge and understanding of the learning and development requirements of the Early Years Foundation Stage, in order to monitor and support children's individual progress. A system of self-evaluation has been established to promote effective monitoring and identification of future priorities. She has attended training on planning through observation, in order to be able to develop her ability to monitor children's progress and plan for their next steps, so that children make the best progress. This inspection took place following a complaint made to Ofsted regarding some of the childminder's strategies for managing unwanted behaviour, as young children do not like being strapped in a buggy for an afternoon sleep. As a result, the childminder's methods for behaviour management are not always appropriate to the child's age and stage of development and sometimes situations escalate and children can become frustrated. The

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provision

childminder's limited knowledge and understanding of effective and appropriate strategies for behaviour management results in a partial breach of Safeguarding and Welfare Requirements in the Statutory Framework for the Early Years Foundation Stage, as well as a breach on both the compulsory and voluntary parts of the Childcare Register.

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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:

 ensure that children's behaviour is managed in a suitable manner (How the childcare provision is organised) (both parts of the Childcare Register)  take action as specified above (how the childcare provision is organised)

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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 EY382864 Local authority Southend on Sea Inspection number 898956 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 4

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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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