Childminder in Essex

Inspection date

Previous inspection date 15/03/2013 Not Applicable

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early years provision

This inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision is satisfactory

 The childminder has a sound understanding of partnership working in order to support a coherence of welfare and learning between all adults caring for the children.  Children feel safe and secure with the childminder who provides a happy and relaxed environment, where children are adopting familiar routines and are forming relationships with other children.  Children have opportunities for making independent choices about their play. The childminder provides interesting activities to gauge children's interest and abilities.

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It is not yet good because

 Assessments of children's achievements, interests and learning styles are not fully developed in order to effectively shape children's progress in their learning and development.  Children have not taken part in the childminder's emergency evacuation procedure, therefore, they are not aware of how to safely evacuate the home in an emergency.  The childminder does not actively seek the views of parents and children as part of her self-evaluation process, therefore, she is unable to ensure that she meets the needs of all users.

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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

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Information about this inspection

 scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged 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 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  scheduled 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 spoke with the childminder and interacted with children at appropriate times throughout the inspection within various rooms of the childminder's home.

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Inspection activities

 The inspector observed the resources and equipment provided and how effectively they are organised to support children's play and learning.

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Inspection activities

 The inspector examined a selection of children's information, policies and procedures and a range of other documentation.

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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 partner and three children aged eight, five and two-years-old in a house in Loughton, Essex. The whole of the childminder's house and the rear garden is used for childminding. The childminder walks to and from local toddler groups and she collects children from the local schools and pre- schools.

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Information about the setting

There are currently two children on roll, of whom one is in the early years age group. The childminder operates all year round from 7.30am to 6pm, Monday to Friday, except bank holidays and family holidays. She is a member of the National Childminding Association.

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must:

 develop further the ongoing assessment process in order to shape children's learning and development.

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

 ensure that an emergency evacuation drill is practised to ensure that it is effective in protecting children in case of an emergency

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

 seek to include the views of parents and children in the self-evaluation process in order to ensure that the needs of all users are met.

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who attend

The childminder has sound awareness of the Early Years Foundation Stage learning and development requirements. She provides a balanced selection of interesting and challenging experiences that are broadly suited to the needs of children attending. The childminder has only been caring for early years children for just a few weeks, and she is currently in the process of assessing their starting points, abilities and interests.

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who attend

The childminder is beginning to develop her systems to assess children's learning in order to use the assessments to plan suitably challenging activities to support children's progress. She is doing this by providing a selection of activities and observing how the children relate to them. For example, threading pasta necklaces and constructing models. The childminder observes which are the children's favoured hand choice and how well they manipulate the pasta onto the wool.

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who attend

The childminder has high expectations for the children based on her current observations, and is currently exploring what children know and can do. She works closely with the parents in order to establish what the children's likes, dislikes, abilities and interests are. This enables her to form a secure base from which to assess children's future achievements and their progress. For example, knowing the children's love for the outdoors, whatever the weather, the childminder encourages children to explore outside whether it be at the park or helping to hang the washing on the line in the garden. The quality of the childminder's teaching is generally good. She ensures that she enables children to find out about and explore, and she encourages them to 'have a go'. She is particularly aware of supporting children's curiosity and enthusiasm for learning. For example, she chats about making a pasta necklace for mummy and carefully explains how

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who attend

to thread the pasta onto the wool. The childminder responds to the children's observations that the pasta is 'hard' and plans to cook some pasta to explore with the children later.

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

The childminder provides a warm and friendly environment, where children are beginning to form appropriate bonds with the childminder and others at the setting. Children's behaviour shows they feel safe in the setting as they are happy and contented and enjoy interacting with the childminder and the inspector. The childminder has devised an escape plan in the event of an emergency; however, she has not yet practised it with the children. Therefore, the children do not know what to do in the event of an emergency and their safety may be compromised.

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

The childminder encourages the children to make healthy choices, for example, reminding them to wipe their hands before eating their packed lunch. Parents provide meals and snacks which the childminder encourages children to eat unaided. Children show good levels of personal independence and choice as even young children show great dexterity as they peel their cheese triangles carefully.

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

Children participate in regular exercise, exploring the large equipment in parks or in the garden. Children meet regularly with others as they attend childminder and toddler groups. They are developing their social skills and their language and communication skills as they play alongside each other.

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

Children attending the setting benefit from a gradual introduction; attending with their parents and then gradually settling until they feel happy to stay alone. Young children are introduced to toddler groups and other children and adults in preparation for attending pre-school or nursery when they are older. The childminder has begun to approach local pre-schools in order to form partnerships to support the children in their transitions. For example, she gathers information about the themes and learning plans for the pre-school and adapts them into her own practice.

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provision

The childminder has a sound level of understanding of her responsibilities in meeting the learning and development requirements. She has only been caring for early years children for a few weeks. Throughout this time, she has been gathering information from parents and observing children to ascertain their starting points. She is beginning to develop this into a planning and assessment system and she is still observing children to form an accurate understanding of their current skills and abilities before she can effectively assess their progress. Information is shared verbally each day which ensures that children's routines and needs are effectively met.

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provision

The childminder has a clear knowledge and understanding of her responsibilities in meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. Arrangements for safeguarding children are secure and the childminder is fully aware of the procedure to follow should she have a concern about a child. She has clearly written policies and procedures, which she shares with parents that underpin her developing sound practice.

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provision

The childminder has begun to self-evaluate her practice in order to identify areas for improvement. However, she has not sought the views of parents, children or other professionals. Therefore, there is no effective feedback process from which to ensure the needs of all users are met.

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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 action. 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 EY452980 Local authority Essex Inspection number 886794 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 4 Number of children on roll 2

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Name of provider

Date of previous inspection not applicable

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Telephone number

set out in the guidance ‘Complaints procedure: 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, which are usually the childminder’s 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

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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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