Childminder in Essex

Inspection date

Previous inspection date 17/01/2013 Not Applicable

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early years provision

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

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This provision is good

 Children make good progress as the childminder observes each child and uses her observations to effectively plan exciting and motivating experiences, tailored to move each child on to their next steps in learning.  Children's natural curiosity and enhanced independence is actively promoted by the childminder. She provides a well-considered, enabling environment, which allows children to explore, move and play in flexibly arranged indoor and outdoor spaces.  Children feel safe and secure in the childminder's care as she provides a welcoming environment for them, where they have consistent boundaries and familiar routines.  Parents are actively encouraged to share information about their children's starting points, capabilities and ongoing learning at home. This helps to build sound relationships and involves parents in their children's future learning.

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It is not yet outstanding because

 Links with other early years settings, which children attend are not firmly established, to enable appropriate sharing of information and to secure continuity of care and learning.

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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 dining room, conservatory and garden.

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Inspection activities

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

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Inspection activities

 The inspector viewed a range of records and documents relating to the childminder's provision. For example, children's personal details and information about their learning, accident and medication records, risk assessments, written policies and proof of qualifications and courses attended.

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Inspection activities

 The inspector took account of the views of parents, provided in written comments in relation to their children's progress reports.

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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 husband and one adult child in a house in Colchester, Essex. The whole of the ground floor and the rear garden is used for childminding.

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Information about the setting

The childminder visits the local zoo, shops and park on a regular basis. There are currently four children on roll, all of whom are in the early years age group and attend for a variety of sessions. She operates term time only from 7.45am to 4.45pm Monday to Friday. She is a member of the National Childminding Association.

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

 improve arrangements for information sharing and partnerships working with other early years settings where minded children also attend, in order to identify children's needs, complement the learning already taking place and support them in making progress.

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who attend

The childminder's secure understanding of the seven areas of learning enables her to provide children with an educational programme, which is fun, stimulating and appropriately challenging for all children. She plans an interesting range of activities, which are tailored to each child's stage of development, based around a theme or topic. For example, they are currently looking at farm animals. The childminder extends children's interest and understanding of the topic or theme by using posters and books to further enhance their learning. This helps younger children to name a variety of farm animals and to make appropriate animal sounds.

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who attend

The childminder uses her secure knowledge of children's starting points and understanding on entry to her provision, to effectively assess their development and to plan suitably challenging activities. She provides parents with a termly summary of their children's progress and achievements and asks them to contribute towards identifying their next steps in learning. Parents play an active role in this process and provide the childminder with written comments on their children's learning at home. The childminder is aware of and has implemented the Early Years Foundation Stage progress check at age two for children in her care who are within this age group. The childminder effectively prepares older children for their next stages in learning, for example, by planning more adult-led activities to help prepare them for more formal learning and for their transition to school. Children are keen and interested learners, who display clear characteristics of effective

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who attend

learning. For example, they enthusiastically explore their surroundings, making choices over their play and learning. They concentrate well for prolonged periods of time. For example, younger children's concentration and interest is captured for over 20 minutes whilst engrossed in a play dough activity. The childminder expertly supports children's learning through the use of clear questioning and explanations. She provides children with ample time to respond to questions and listens carefully to their comments. She follows their lead, often veering away from the planned or intended activity. For example, children request that she plays their favourite tune on her electronic keyboard. She enthusiastically facilitates this and asks them what tune they would like. Without an audience children generally march around the rooms to the music. The childminder recognises that this is a little daunting with a stranger present, so she leaves the keyboard

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who attend

playing and marches with the children, in and out of the rooms.

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who attend

A wander around the childminder's large garden provides children with good opportunities to collect snow in the wheelbarrow, to dig, to watch the birds and to run in a large and safe space. The childminder is on hand at all times to support the children's explorations, using appropriate language to extend their thinking, for example, naming the birds they see and talking about what the snow feels like. Photographic evidence in the children's learning journeys, shows that children participate in a wide and exciting range of activities both indoors and outdoors. The childminder's extensive range of resources, collated over many years of teaching is used to effectively extend children's learning.

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

Children form very secure relationships with the childminder as she provides them with a welcoming, caring provision which is tailored to meet their individual care needs. Her effective settling-in procedures help children to develop close attachments over a period of time. The childminder acts as a good role model, encouraging children to understand right from wrong and to develop their understanding about acceptable behaviour. She promotes good manners by always saying 'please' and 'thank you' and giving children time to repeat and use these words at appropriate times.

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

Children behave in ways which show that they feel secure and safe in the childminder's care. They confidently move between the well-presented ground floor rooms of the childminder's home, each one providing them with different and exciting learning experiences. The childminder gives high priority to children's safety, ensuring that all areas of the home, which are accessible to children are thoroughly risk assessed. Children are reminded how to keep themselves safe, for example, by not running indoors and waiting for the childminder to help them into their booster seat at the table. The childminder's large and well-organised garden provides children with superb opportunities to experience fresh air and exercise throughout their day with her. They make choices about whether they play indoors or outdoors and thoroughly enjoy the birds and wildlife they experience in this environment. Children also have access to large scale play equipment to promote

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

their physical development, when the childminder takes them to local parks and to the play area at the local zoo. Children enjoy a well-balanced and healthy diet, as the childminder and parents work well together to promote healthy eating. Children develop a clear understanding about eating foods which are good for them as they enter into discussion and activities, which promote their knowledge. Children are beginning to manage their personal needs with the assistance of the childminder. For example, in preparation for playing in the snowy garden, children collect their coats and boots and start putting them on. The childminder assists where required, reducing the amount of assistance she offers as the children become more competent at this task.

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

Children are well-supported to prepare them for their transitions. For example, the childminder takes children to community events, to develop their confidence when meeting new people. She uses her experience as a teacher to develop the skills she knows are essential for children to be fully prepared for school. For example, being competent at putting coats and shoes on and off, holding a pencil proficiently and being able to communicate their feelings.

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provision

The childminder's secure knowledge of how children learn enables her to provide children with a broad and exciting range of activities and experiences to help them progress. She effectively monitors and reviews her educational programme to ensure that it is consistent, precise and displays an accurate understanding of children's abilities and progress. The childminder effectively identifies any gaps in children's learning, to ensure that appropriate early intervention can be put in place to assist children's development.

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provision

Arrangements for safeguarding children are strong as the childminder demonstrates secure knowledge of her responsibilities with regards to protecting children. She has clear and comprehensive written policies in place to support her practices and shares these effectively with parents. All adults living on the premises are vetted and proof of their clearance is held on file. The childminder's robust risk assessments and safety checks, ensure that children play and learn in safe and secure play spaces.

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provision

The childminder effectively identifies her strengths and areas for improvement through self-evaluation and reflective practice. She monitors her working practices and evaluates the effectiveness of her knowledge. She demonstrates a clear drive for improvement, evidenced through her commitment to attend further training.

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provision

The childminder works effectively with parents, sharing relevant information with them about their children's care routines and learning. She communicates with parents in a range of ways to meet their preferred needs. Parents are encouraged to play an active role in their children's learning by viewing their learning journeys on a monthly basis and through the well-written progress reports the childminder shares with them termly. The childminder is beginning to establish links with other early years settings that children attend. However, she does not meet with key persons from these settings to share relevant information about children's progress. This limits their ability to make a strong contribution to meeting children's needs.

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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 EY448551 Local authority Essex Inspection number 809866 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 4

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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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