Childminder in Essex

Inspection date

Previous inspection date 22/01/2013 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

 The childminder skilfully supports children's communication and language development. She engages them in lively, interesting conversations, uses repetition and many clear statements and open-ended questions.  The childminder makes very good use of the Early Years Foundation Stage guidance. Through effective observation, assessment and planning she helps promote children's development.  Children's individual care needs are met well by the childminder who takes great care in getting to know the children who attend. Consequently, children settle quickly and enjoy their time at the setting.  The childminder develops very positive relationships with parents to help support and extend children's learning and development.

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It is not yet outstanding because

 There is scope to provide further opportunities for children to investigate more complex electronic equipment and explore the control technology of toys, such as cameras or an electronic keyboard.  There is room to extend how reflections on practice and the views of others are taken into consideration to fully develop the quality of care in line with their ideas for improvement.

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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 parent questionnaires.

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Information about the setting

The childminder was registered by Ofsted in 2012 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner and two children aged 13 and 10 years in Grays, Essex. The whole of the childminder's house is used for childminding and there is a fully enclosed garden available for outside play. The family has a pet dog and two cats.

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Information about the setting

The childminder takes children on outings to the local shops and local park. She is able to take and collect children from local schools, nursery and pre-schools. The childminder currently has three children on roll, of whom two are in the early years age group. The childminder operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays agreed in advance. Children attend for a variety of sessions. The childminder 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:

 extend children's opportunities in exploring the control technology of toys. For example, a toy electronic keyboard

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

 develop the self-evaluation further to include the views of others and ensure careful monitoring and analysis of practice, so that strengths and weaknesses can be more clearly identified and action can be taken promptly to further improve the provision for children.

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who attend

Children are very happy in the care of the childminder. She demonstrates a good understanding of how to help children learn and develop. She makes effective use of observations and discussions with parents to assess children's starting points. Clear and concise ongoing assessment which is based on regular observations enables the childminder to clearly identify the next steps in children's learning. All children are making good progress towards the early learning goals. Young children are curious, eager to learn and developing increasing levels of concentration. These skills help to prepare them for the next stage in their learning and ultimately school. The childminder talks regularly with parents about their children's development and learning. Parents regularly view their child's development folder. They support and share information about their child's learning at home through updating the 'All About Me' forms. The childminder provides parents with

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who attend

an up-to-date summary of their child's progress at two-years-old. This summary effectively contributes to the developmental check undertaken by the health visitor.

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who attend

Children respond happily to the childminder and are keen to join in the exciting play activities that she provides. For example, children enjoy taking part in weekly baking activities, where they take enjoy feeling, tasting and smelling different textures and ingredients. Consequently, they gain confidence in using tools to stir the mixture and the children feel a sense of achievement with the finished baked cake, biscuit or bread. Children are learning to have a love of books as the childminder regularly reads to them. They cuddle up to the childminder as she reads their favourite stories. She effectively involves children in the story, by asking them questions about what they see in the pictures. This promotes good communication and language skills with children and they begin to learn new words, such as snake, butterfly, elephant and spider. Children enjoy looking at books and are beginning to turn pages correctly. Children explore technology

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who attend

through using some play resources. Toddlers show good levels of concentration as they push buttons and pull flaps on activity centres. However, children have fewer opportunities to explore more complex electronic equipment, such as cameras and keyboards, to extend their interest in technological toys.

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who attend

Children's days include a good variety of outings where they meet other people, use alternative play equipment and learn about the world around them. A favourite outing is to a local park and nature reserve. Children learn about animals and nature and play on large apparatus that promotes their physical skills. Adult-led activities enable children to learn about colour and shape. For example, while playing with the threading buttons the childminder encourages the children to name the different shapes and colours of the buttons. Children express their imagination and creativity through their artwork and through role play games. They assign personalities to play figures and act out stories with the childminder. The childminder provides good opportunities for children to learn about similarities and differences between each other in a diverse society by celebrating 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

Children settle well with the childminder, who provides plenty of cuddles, praise and encouragement. She encourages children to be considerate to others through good opportunities to share, take turns and play cooperatively. Children are at home in their surroundings and are becoming more aware of safety. They receive gentle reminders as they play. This practice supports the childminder's clear risk assessments and ensures that children are helping to manage their surroundings, where they play safely because hazards are minimised. The childminder is a good role model and she uses consistent strategies and age and stage appropriate explanations to provide children with a clear understanding of acceptable behaviour. She encourages good manners and helps children to take care of their environment and resources by tidying up together when they have finished playing. Children are welcomed into a warm and caring environment, where they

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

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 children's self-esteem.

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

Children are learning to live healthy lifestyles. They benefit from fresh air as they go on daily walks to and from school. They visit local parks, toddler groups, soft play areas and play in the childminder's garden. These activities help to develop the children's physical skills and as well as an understanding of the local area. Children benefit from healthy and nutritious snacks and meals supplied by the childminder. They develop their self-care skills and independence as they feed themselves using spoons and forks and drink when thirsty from their own beaker. There are good hygiene arrangements and children settle quickly to have their nappies changed. Children are developing good hygiene skills from an early age, as they know to wash their hands before eating snacks and meals. Children are developing good skills to help their transition when they move onto other settings.

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provision

The childminder has a good understanding of her responsibilities in meeting the learning and development requirements within the Statutory Framework for the Early Years Foundation Stage. She has well-written policies and procedures in place to support the management of her setting, which demonstrates a good level of understanding of the safeguarding and welfare requirements of the Statutory Framework for the Early Years Foundation Stage. She is very aware of the importance of assessing and monitoring the planning and delivery of the educational programmes and adapts her practice accordingly. She is considering additional training and recognises the importance of keeping up-to-date with her knowledge and skills. However, there is scope for more reflection on practice and consideration of the views of others, to clearly establish strengths and weaknesses and improve the provision further. There are currently no children who attend other early

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provision

years provisions. However, the childminder understands how important sharing information is. She recognises that this ensures children receive consistent and complementary experiences throughout.

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provision

The childminder provides a safe and secure environment where she assesses risk well. She supervises the children suitably when on outings and when playing in the home and garden. The childminder has a good understanding of child protection issues gained through training. She knows the procedures to follow should she have concerns about a child's welfare. The childminder builds successful partnerships with parents. She supplies new families with a helpful range of information about her provision. She regularly discusses their child's achievements and shares daily diaries with them so they know how their child has been throughout the day. Parents are very appreciative of her flexible and supportive approach. The childminder provides detailed feedback to parents about the progress children make and all aspects of their care.

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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 EY449544 Local authority Thurrock Inspection number 811015 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 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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