Harding, Tracy Anne

Inspection date

Previous inspection date 18/01/2013 07/03/2011

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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 2 The effectiveness of the leadership and management of the early years provision 3

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This provision is satisfactory

 Babies and children are cared for in a nurturing and supportive environment. They are settled and form secure bonds with the childminder.  The childminder offers an appropriate variety of activities and outings to stimulate young children's learning and supports their development with a suitable range of resources.  The childminder knows how to promote the health and safety of children. She has assessed the potential hazards in her home and minimised them effectively, so that children can play in safety.

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It is not yet good because

 Planning, observation and assessment is not fully effective because the childminder does not use these well enough to consistently focus on the three prime areas of learning, which are the basis for successful learning. In addition, the childminder does not fully establish if young children are demonstrating typical development for their age.  Parents are not yet encouraged to share information about children's achievements on a consistent basis to ensure that learning and development is fully supported.

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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 indoor learning environment and toured the premises.

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Inspection activities

 The inspector held discussions with the childminder and viewed 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 1989 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner and three adult children in Chelmsford, Essex. She uses the whole of the ground floor and the rear garden for childminding. The childminder's partner occasionally acts as an assistant. The family keep cockatiels and tropical fish, as pets.

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Information about the setting

There is currently one child attending who is within the early years age range, who attends on a part-time basis. The childminder also offers care to children aged over five years to 11 years and walks to local schools to take and collect children. She works all year round from 7.30am to 6pm from Monday to Friday, except for family holidays.

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must:

 improve planning when working with babies and younger children by focusing more strongly on the three prime areas, which are the basis for successful learning.

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

 make better use of guidance, such as the document '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:

 encourage parents to share what they know about their children's learning and development on a consistent basis, so that children's individual needs can be met more effectively.

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who attend

The childminder has a sound understanding of how young children learn and the activities provided are age appropriate. The childminder has a regular weekly routine, that uses outings and social events to ensure that young children benefit from a variety of experiences that aids their enjoyment. However, she is still developing her knowledge and understanding of some aspects of the learning and development requirements of the revised Statutory Framework for the Early Years Foundation Stage and this impacts on her ability to successfully support some areas of children's learning. For example, when working with very young children she is not consistently focusing on supporting their learning within the three prime areas of communication and language, physical development and personal, social and emotional development, which are the foundations needed for good future progress. The childminder has recently started caring for young babies, after a period of mainly

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who attend

providing care for older children. She spends her day playing with babies, encouraging them to explore and discover new things. Babies are very alert; they listen to and distinguish the childminder's voice. They have opportunities to investigate colours, sounds and use their senses as they explore different textures. They are developing their mobility, coordination and muscle strength as they roll over from front to back or reach out for objects. As a result, babies are making steady progress from their starting points.

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who attend

The childminder has started to collate development records for each child, which include observations of babies' achievements, illustrated with photographs. She identifies how she can support learning and what she can do next to help children develop further. However, she does not yet analyse these effectively to help her make connections and consistently plan or track children's progress against the criteria available to her, for example, by using the guidance document 'Development Matters in the Early Years Foundation Stage'. Daily diaries and verbal feedback keep parents fully informed about the care routines and the activities their children participate in. However, continuity in children's learning is not fully supported, as parents are not yet encouraged to regularly contribute their observations of children's learning at home to their child's development records.

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

Babies have formed very good relationships with the childminder. They benefit from consistent and sensitive routines that help them settle quickly and feel secure. The childminder is attentive, carefully ensuring that they all receive one-to-one support for much of the day. Babies sit happily on her knee; they receive natural, warm cuddles and appropriate verbal interaction. They are alert and listen and respond contentedly to the childminder's voice. Babies are also sensitively cuddled when they are bottle fed in comfort. The childminder recognises when babies become tired and quickly settles them to sleep, so they rest peacefully and undisturbed. As a result, babies are happy, content and secure.

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

The childminder offers parents and babies short settling in periods, which helps them to cope with transitions in new situations. She finds out about routines and any special requirements, right from the start. For example, special dietary requirements and weaning arrangements are discussed and followed carefully, to ensure that care is tailored to meet babies' particular needs. Babies play in a healthy environment. Adults remove their shoes on arrival so that babies can play and develop their mobility on clean flooring. The childminder follows clear health and hygiene procedures to prevent the spread of germs. For example, nappy changing is hygienically and sensitively carried out.

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

Babies and children are provided with an appropriate range of toys and equipment specifically chosen to reflect their interests and developmental needs. These are well maintained and set out to enable them to reach everything independently. All toys within reach of babies are safe for them to explore, using their hands or mouth. They are also provided with toys and books which feature images of diversity, including dolls representing differing ethnicities. This enables them to observe and respect similarities and differences between themselves and others.

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

The childminder takes babies on outings to social groups, which help children to develop confidence and independence in situations away from their main care setting. This helps children to be independent and to prepare them for the next big step in their life, such as starting at the local nursery or pre-school.

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provision

The childminder is a long-standing, dedicated carer, who clearly enjoys her role working with children. She works closely with other childminders in the area to help her keep up- to-date with most of the recent changes in early years practice. The childminder has a reasonable understanding of the learning and development requirements of the Early Years Foundation Stage. However, she does not yet plan consistently, using current guidance to build on children's individual learning needs.

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provision

The childminder carefully reflects on her practice and obtains feedback from parents about her provision. She uses the Ofsted self-evaluation form to help her identify strengths and suitable areas for further development. The childminder has addressed the action and most of the recommendations made at the last inspection. There is now always someone who holds a paediatric first aid certificate on the premises at all times. The childminder has improved safeguarding procedures by making contact details for relevant agencies readily accessible. The risk assessment has been extended to cover anything with which a child may come into contact. The childminder has developed her observations to help children make suitable progress. However, she is not yet making good use of guidance, such as 'Development Matters in the Early Years Foundation Stage' to help ensure babies reach their full potential.

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provision

Children are safeguarded well. The childminder is attentive and is fully aware of her role in protecting children from harm. The childminder has a sound understanding of what to do if she has concerns about a child's care or welfare. She has a written complaints and child protection policy, which is shared with parents so that they are aware of her responsibilities. Clear information regarding children's individual health needs, such as allergies, is obtained and adhered to. Both the childminder and her assistant hold first aid certificates so they can deal with minor injuries. All relevant documentation, such as accident and medication records, are clearly recorded. The childminder carries out risk assessments, which identify and address hazards within the home and on outings and she follows routines that are familiar to children within their own homes. This ensures that children's care is consistent and they understand the boundaries used to help them keep

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provision

The childminder has meaningful daily contact with parents to support her working relationships with them. Detailed daily diaries are completed, which are used to share information about care routines and activities. Parents' written comments are very positive. They say they appreciate the family orientated environment and the daily information they receive. The childminder has well-established links other settings, such as schools and pre-schools, so that she can complement and continue children's learning in her home, when the need arises.

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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 203172 Local authority Essex Inspection number 817980 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 10

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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. 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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