Childminder in Essex

Inspection date

Previous inspection date 17/01/2013 03/03/2009

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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

 The childminder interacts warmly with the children which makes them feel settled and safe.  The childminder's home is welcoming and secure with potential hazards suitably minimised, enabling children to play safely and in comfort.  Effective links exist with local schools and nurseries to promote smooth transitions and continuity in children's learning and development.

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It is not yet good because

 The childminder does not yet rigorously check that activities consistently cover the prime and specific areas of learning. In addition, the childminder is not yet using self- evaluation to identify the priorities for development and set challenging targets that will improve the quality of the educational programmes.  Opportunities are not fully in place for parents to contribute what they know about their children's learning to help enable all children to achieve as much as they can.  Babies and toddlers do not have regular opportunities to explore and use their senses with natural materials and everyday objects.

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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 compulsory part 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 taking place on the premises.  The inspector held discussions with the childminder and children.  The inspector viewed a sample of the children's development records.

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Inspection activities

 The inspector saw evidence of suitability and qualifications of the childminder, risk assessment, policies and procedures and other documentation in relation to health and safety checks.

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Inspection activities

 The inspector took account of the views of parents in references obtained by the childminder.

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Information about the setting

The childminder was registered in 1998 on the Early Years Register and the compulsory part of the Childcare Register. She lives with her husband and two adult children in a house in Chelmsford, Essex. The childminder occasionally works with an assistant. She uses the whole of the ground floor and the rear garden for childminding. The family keep a dog and cat as pets. The childminder regularly attends local carer and toddler groups. There are currently seven children attending who are within the early years age range, all of whom attend on a part-time basis. The childminder also offers care to children aged over five years to 11 years. She walks or drives to the local school and nursery to take and collect children. The childminder works all year round from 6.30am to 6.30pm on Monday to Friday, except for family holidays.

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must:

 improve the monitoring and delivery of educational programmes to ensure the prime and specific areas of learning are covered in sufficient depth and breadth and make better use of guidance, such as 'Development Matters in the Early Years Foundation Stage' to consistently monitor children's progress.

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

 strengthen communication with parents to involve them in contributing consistently to the observation, assessment and planning cycle to promote children's learning more effectively

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

 provide more opportunities for babies and toddlers to explore and use their senses by exploring natural and everyday objects in treasure baskets

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

 extend self-evaluation and reflective practice to identify areas for development and widen the scope for improvements that enhance children's learning.

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who attend

The childminder has a suitable understanding of how young children learn. She knows children well and provides appropriate care with activities that match their interests. The childminder has some knowledge of the learning and development requirements and of the areas of learning. She carries out regular observations of children's achievements and identifies what they need to learn next. However, the childminder is not yet making use of guidance, such as the document 'Development Matters in the Early Years Foundation Stage'. Therefore, although children are making steady progress, planning is not sufficiently organised to make sure children are challenged or make the most of the range of experiences and activities she provides. Children enjoy their play and learning. They learn to play imaginatively as they use tools and utensils to cook lunch on the toy oven. The childminder sensitively interacts with the

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who attend

children while they play, to promote their understanding and language skills. She uses numbers and colours while talking to the youngest children, and they respond by pointing to or selecting the appropriate items. Young children also develop their vocabulary by repeating words or calling familiar people by name. Older children have confident conversations with the childminder and animatedly chat about the activities they take part in during their morning in the nursery.

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who attend

Children start to develop the skills they need for future learning. Materials to develop early writing skills are accessible, so children can draw pictures or write lists during activities. The childminder helps the children develop their literacy skills when each week they choose together a new book to bring home from nursery. Children participate in a range of additional activities on trips to local places of interest, such as parks and museums. These help to extend their awareness of their community and the wider environment.

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who attend

The childminder has warm relationships with parents, who speak highly of her and the care she provides. Information is shared daily with parents and key persons in the other settings that children also attend. However, parents are not yet fully involved in their children's learning as the childminder currently places more focus on sharing information about care routines. Parents are not regularly encouraged to view the development records and contribute their observations of children's learning at home. As a result, the childminder is not yet effectively working with them to support children in reaching their full potential.

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

The childminder is warm and caring and children demonstrate a sense of security, and of belonging while in her care. Children approach the childminder confidently and with affection as they climb onto her lap for a cuddle. Parents state that their children always look forward to going to the childminder's home. Many minded children have been in the care of the childminder since babyhood, so long-term relationships are formed. The majority remain with her once they start school or pre-school. This provides children with continuity and helps develop stability and confidence. The childminder takes younger children to toddler groups and this helps them to develop friendships with other children as they play in a larger group. It also helps them to make the transition into nursery and school with ease and increased confidence.

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

Children play in a clean and welcoming environment, which supports children's growing independence and cooperation. There is child-sized furniture so that children can eat and play in comfort. Space is created where babies and toddlers can relax or sleep peacefully. The majority of play equipment is changed regularly to keep children interested and some is easily accessible to help children to make independent choices and take decisions. Resources generally support children's all-round development, although there are fewer opportunities for babies and toddlers to explore and develop their senses, for example, when using natural resources or everyday items within treasure baskets. Children's photographs are displayed and the pictures that children paint or draw are displayed in a project book for everyone to see. This provides children with a sense of belonging to the setting and helps them feel valued and included.

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

Sound arrangements are made to give children the chance to learn about the importance of a healthy lifestyle and they regularly benefit from fresh air and exercise. Children go on regular walks as they accompany the older children to school. They enjoy playing in the local parks where they have access to a varied range of outdoor equipment to promote their physical development. Children enjoy healthy packed lunches provided by parents. The childminder encourages children's independence skills by allowing them to feed themselves, which even the youngest child manages competently. Children are learning about keeping themselves safe as they learn about road safety on outings. They also learn about the need for responsible behaviour and are starting to share their toys and remember to say 'thank you'.

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provision

Although the childminder has not yet seen the revised document 'Statutory Framework for the Early Years Foundation Stage', she has an appropriate understanding of her responsibilities for safeguarding and protecting the welfare of children. However, she is less secure in her understanding of the learning and development requirements, particularly in planning and monitoring the effectiveness of the educational programme across the prime and specific areas of learning. As a result, activities do not always have the necessary depth and breadth to extend and fully support children's progress.

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provision

The childminder reflects appropriately on her practice and has completed a basic self- evaluation that covers the strengths of her provision. However, she has not yet sufficiently identified the priorities for development that will have the most impact on children's learning and progression. The childminder has addressed the issues raised at the last inspection, which has resulted in improvements to her documentation. She now ensures that the relevant background checks through the Criminal Record Bureau are carried out for all members of the household. Parents now consistently sign the consent agreements and medication records. The childminder is now recording observations and assessments suitably to help her plan interesting experiences for each child.

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provision

Children are protected from harm or neglect because the childminder has an acceptable knowledge and understanding of her role in safeguarding children. She is reasonably aware of the procedures to follow if she has any concerns about a child in her care. The childminder has booked to attend a child protection course in March 2013 to ensure that her knowledge is fully up-to-date. Effective steps are taken to keep children safe in the home. The premises are secure and the childminder supervises children appropriately both indoors and when on outings. She carries out risk assessments and daily checks to make sure that potential hazards are removed or made inaccessible to children. The childminder also regularly checks that fire alarms are in working order and practises regular fire evacuation procedures with the children. This ensures they know what to do in an emergency to keep themselves safe. Children benefit from the friendly relationships the childminder establishes with their

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provision

parents. Written policies and procedures are shared and there are clear contracts so that parents are fully aware of the business and care arrangements. Parents are given the opportunity to make comments about the care provided. They express that they particularly value the childminder's flexibility and the way she sensitively supports children through changes in their lives. The childminder has established effective partnerships with key persons at local nurseries to enhance continuity in children's care and learning.

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The Childcare Register

The requirements for the compulsory 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 560137 Local authority Essex Inspection number 819452 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 15

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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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