Childminder in Essex

Inspection report for early years provision

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Unique reference number EY360187 Inspection date 17/11/2011 Inspector Janet Uwins

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Type of setting Childminder to 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, safeguarding and child protection. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, 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.

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T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Introduction

This inspection was carried out by Ofsted under Sections 49 and 50 of the Childcare Act 2006 on the quality and standards of the registered early years provision. ‘Early years provision’ refers to provision regulated by Ofsted for children from birth to 31 August following their fifth birthday (the early years age group). The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and welfare, known as the Early Years Foundation Stage.

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Introduction

The provider must provide a copy of this report to all parents with children at the setting where reasonably practicable. The provider must provide a copy of the report to any other person who asks for one, but may charge a fee for this service (The Childcare (Inspection) Regulations 2008 regulations 9 and 10).

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Introduction

The setting also makes provision for children older than the early years age group which is registered on the voluntary and/or compulsory part(s) of the Childcare Register. This report does not include an evaluation of that provision, but a comment about compliance with the requirements of the Childcare Register is included in Annex B.

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Introduction

Please see our website for more information about each childcare provider. We publish inspection reports, conditions of registration and details of complaints we receive where we or the provider take action to meet the requirements of registration. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Description of the childminding

The childminder was registered in 2007. She lives in Chelmsford, Essex with her five year old daughter. The whole ground floor of the childminder's house is used for childminding and there is a fully enclosed garden for outside play. There is one bedroom upstairs that is used when children need to sleep. The family has a pet rabbit.

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Description of the childminding

The childminder is registered to care for a maximum of five children under eight at any one time and is currently minding five children on a part-time basis, four of whom are in the early years range. The childminder walks to local schools to take and collect children. She attends local groups with the children she minds, that include parent and toddler groups, swimming sessions and a music group for children at the local children's centre. The childminder is registered with Ofsted on the Early Years Register and the voluntary and compulsory parts of the Childcare Register.

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The overall effectiveness of the early years provision

Overall the quality of the provision is good.

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The overall effectiveness of the early years provision

Children make good progress overall in their learning and development because the childminder has a good understanding of child development and the Early Years Foundation Stage. She knows the children very well and overall has effective planning systems in place. The childminder works closely with parents. Children's learning is very well supported by a wide range of resources in the home and garden. Learning experiences are enhanced by regular visits to local community groups. The childminder evaluates the quality of her provision generally well and is fully committed to continually improving her practice.

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further?

To further improve the early years provision the registered person should:

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further?

 develop further a system of self-assessment of the setting's strengths and areas for improvement that will enhance the quality of provision for all children, for example, by using the Ofsted Self Evaluation Form  develop further the use of observation and assessment in children's records to link to the areas of learning in the Early Years Foundation Stage and plan for progression.

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the early years provision

Children are safeguarded and protected well in the setting because the childminder has a good knowledge of local safeguarding procedures. Children are kept very This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 safe whilst in the childminder's care because she is vigilant makes detailed risk assessments of her home, garden and wider community groups that children attend. This means that children are well protected when enjoying activities, such as attending the local swimming pool. Children are further protected because the childminder keeps good records, including accidents and the administration of medication.

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the early years provision

The childminder is knowledgeable about the Early Years Foundation Stage and generally uses this well to support children in their learning. Observations of children are detailed in all areas of learning. Although, next steps are identified, they are not consistently followed in planning systems for each individual child. The environment is well organised. There is a wide range of exciting and age- appropriate resources for children to self-select themselves, for example, books, role play resources, small world, mark making and creative materials. This means that children are able to thrive and make good progress in their development. Resources reflect diversity and teach children about difference, for example, multicultural dolls, puzzles and small world toys. Inclusive practice is promoted effectively by taking each individual child's needs into consideration. For example, on the walk to school, the childminder allows extra time for a child to practise

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the early years provision

walking skills supported by safety reins.

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the early years provision

The childminder is generally very aware of her strengths and is committed to finding ways to improve her provision for each individual child. However, to ensure continuous improvement, a more effective system of self-evaluation needs to be put in place to ensure that reflection on all areas of provision are enhanced. Previous recommendations have been addressed promptly and effectively, for example, all cleaning products have been removed from the shower room. The childminder continues to evaluate her provision, for example, she is considering compiling learning journeys for each child to share children's learning with parents.

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the early years provision

The childminder forms effective close working relationships with parents and carers. Information from parents, such as what the children can do themselves, as well as their dietary and personal care needs provide clear starting points. This means that parents' wishes and children's individual needs are effectively met. A daily diary in which the childminder records important information about the child's day, for example, how they enjoyed activities and what they have eaten is shared with the parents. Parents are invited to be involved in their children's learning by contributing to the daily diary. Effective relationships with other provisions are established and contribute well to supporting children's welfare and learning. For example, a music session at the local children's centre supports children's confidence and language. Also attendance at local parent and toddler groups supports social development.

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and outcomes for children

Children enjoy being in this setting and are familiar and secure in its routines because the childminder skilfully meets their needs. This helps children to develop This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 a sense of belonging. Children are able to move freely and safely around the setting because the childminder ensures their environment is safe. For example, they are well aware of where they can go in the setting because the childminder uses safety gates to restrict areas like the kitchen and stairs. Potential hazards are reduced because the childminder removes objects that might cause accidents or places them out of reach. The children know how to use toys and other resources safely because the childminder acts as a role model.

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and outcomes for children

Children's good health is promoted very well by the childminder and supported by the parents. Cross-infection is minimised by good hand washing routines. Children are learning about making good healthy food choices, for example, the childminder is very effective in encouraging eating fruit successfully by making it into a game. Children get out in the fresh air everyday. They are developing good physical skills because they make use of a variety of resources and access wider community activities, for example, swimming.

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and outcomes for children

In general, children are making good progress towards the early learning goals. They are developing good language skills because the childminder communicates well with them by asking open-ended questions, for example, 'what happens if I put this brick on here?' She gets down to the level of the children and maintains eye contact. The children have plenty of effective opportunities to try out their early writing and drawing skills. For example, they can independently choose red and green coloured pencils to draw lines on paper to represent a Christmas picture. Children's creativity, language and physical skills are encouraged well through painting in the home and also through attending a music group at the local children's centre. Children's work is displayed on the walls in the childminder's home, which helps them to develop a sense of self and confidence. Children have purposeful opportunities to think critically from a young age, for example, by

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and outcomes for children

giving a doll a bottle and reacting by replacing the bottle when the doll cries. The childminder promotes children's knowledge and understanding of the world through a broad range of activities, such as play with small world figures. Children are also gaining a good understanding of the environment through opportunities outside the home, such as walks in the park and attending local groups. Older children can use technology, as they access electronic toys. This means that children are also developing good skills for the future.

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and outcomes for children

Children behave really well in the setting. This is because the childminder offers clear explanations and has an established set of house rules that she continually promotes. Children are reminded and gently encouraged to comply when they test boundaries, which promotes a sense of right and wrong. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Annex A: record of inspection judgements

The key inspection judgements and what they mean

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Annex A: record of inspection judgements

Grade 1 is Outstanding: this aspect of the provision is of exceptionally high quality Grade 2 is Good: this aspect of the provision is strong Grade 3 is Satisfactory: this aspect of the provision is sound Grade 4 is Inadequate: this aspect of the provision is not good enough

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children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

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Early Years Foundation Stage

The effectiveness of leadership and management in embedding ambition and driving improvement The effectiveness with which the setting deploys resources 2 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 2 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 2 The effectiveness of the setting’s engagement with parents and carers

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Stage

The quality of the provision in the Early Years Foundation Stage 2

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Stage

The extent to which children achieve and enjoy their learning 2 The extent to which children feel safe 2 The extent to which children adopt healthy lifestyles 2 The extent to which children make a positive contribution 2 The extent to which children develop skills for the future 2

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Stage

procedures set out in the guidance available from Ofsted’s website: www.ofsted.gov.uk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Annex B: the Childcare Register

The provider confirms that the requirements of the compulsory part of the Childcare Register are: Met

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Annex B: the Childcare Register

The provider confirms that the requirements of the voluntary part of the Childcare Register are: Met

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