Childminder in Thurrock

Inspection date

Previous inspection date 17/05/2013 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 in their learning and development because the childminder plans activities which build on their interests and helps them take the next steps in learning.  The childminder promotes children's health and well-being by ensuring a safe environment and by providing opportunities for them to explore with appropriate support and supervision.  The childminder has extremely good organisational skills which ensure that parents are kept well informed about their children's progress and development.  Partnership with parents is a key strength and children receive coordinated care which ensures they settle quickly and make good progress.

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It is not yet outstanding because

 Self-evaluation and reflection on practice are not sharply focused to secure a robust action plan for improvement and an astute and targeted programme of professional development.  There is further scope to promote babies stimulating exploration and enjoyment in learning by using a variety of finger play, rhymes and stories.

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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 observed activities in the lounge of the childminder's home.  The inspector spoke with the childminder.

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Inspection activities

 The inspector took account of parents' views by reading completed questionnaires and references.

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Inspection activities

 The inspector looked at policies and procedures, risk assessment, children's development records, daily diaries and all relevant 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 child aged seven years. They live in a first floor flat in a residential area in Chafford Hundred, Essex. All areas of the premises are used for childminding. Access is via a controlled entry system and two flights of stairs. The childminder takes children to the local parks on a regular basis for outdoor play and they have access to a communal garden.

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Information about the setting

The childminder attends a toddler group and activities at the local children's centre. She visits the shops and park on a regular basis. She collects children from the local schools and pre-schools.

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Information about the setting

There is currently one child on roll who is in the early years age group. The childminder operates all year round from 7am to 7pm, Monday to Friday, except bank holidays and family holidays. She is a member of the Professional Association for Childcare and Early Years.

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

 enhance the process for reflection and self-evaluation to include a sharply focused assessment of the quality of practice, and use this to set further robust plans for improvement and an astute and targeted programme of professional development

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

 extend existing activities for babies by using finger play, rhymes and familiar stories to support their exploration and enjoyment in learning about their bodies and environment.

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who attend

The childminder has a good understanding of how children learn. She understands the learning and development requirements of the Statutory Framework for the Early Years Foundation Stage. She uses the guidance document, 'Development Matters in the Early Years Foundation Stage', to help her to assess and plan for children's next steps in their development and learning. The childminder carries out regular observations and assessments to ensure children are making good progress. Children's starting points are fully discussed with parents on entry to the setting. The childminder provides daily information sheets for parents that contain details of routines, care practices and what their children have learned and achieved each day. The childminder keeps in touch with parents by sending electronic photographs and messages to keep them informed of their children's progress and well-being throughout the day.

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who attend

Babies explore a range of activities and experiences that support the prime areas of learning, such as, treasure baskets, music and a variety of toys. The childminder constantly talks to babies and responds to their babbling, which promotes their growing communication and language skills. Babies' physical skills are developing when the childminder teaches them to roll over and she places toys just out of reach to encourage them to stretch and move. They stretch their arms to reach the hanging toys on the baby gym and the childminder shows them how to reach with their legs. Babies sensory development is stimulated when they are provided with safe, clean toys to mouth and examine. Their personal, social and emotional development is enhanced as the childminder takes them regularly to toddler groups where they socialise with other children and explore different environments and resources. The childminder maintains

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who attend

good eye contact with babies and uses friendly and comforting body language and facial expressions, which make them smile and giggle. However, the good interaction the childminder has with babies does not always include the use of finger play, interactive rhymes and stories to promote their discovery and exploration of their bodies and environment as well as possible. Children, generally, receive opportunities to explore activities and experiences that support both the prime and specific areas of learning. For example, board games develop their skills in concentrating, thinking, mathematics, competition and turn taking.

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who attend

Children's understanding of the world expands when they visit the nearby nature reserve and explore its beauty. As they examine mini-beasts in 'bug pots' and feed the ducks they learn to respect nature. The childminder provides a variety of resources that support children to learn about other cultures and diversity in society and they explore festivals, such as Chinese New Year, which helps children to learn about people and places. The childminder provides a vast array of arts and crafts materials, tubes and cartons, paints and glues for children to express themselves in art and design. The childminder understands the importance of allowing children the freedom to explore and use their imagination and she provides interesting resources, such as, dressing-up costumes, a play kitchen and creative materials to support them in role play. The childminder uses learning resources obtained from the school to prepare children for future transitions.

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

The childminder helps babies and children to settle quickly into her care by forming positive relationships with their parents. This helps them to feel secure and develop close attachments to the childminder. The childminder provides children with individual coat pegs and displays their photographs, which gives them a sense of belonging. Children are happy and comfortable in the care of the childminder. They feel safe because she is always close by. Babies and children are happy and confident as they explore the easily accessible resources available for their use. Children learn to be independent as they self- select their resources, aided by photographs showing the contents of boxes. Children's independence is also promoted when they help to set the table for dinner and tidy away afterwards. The childminder is skilled at helping children to respect the boundaries she sets to keep them safe and healthy. Children learn to keep themselves safe by following

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

the childminder's caring instructions. Regular risk assessments are carried out to ensure that all identified hazards are removed or minimised.

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

Children learn about healthy eating as the childminder identifies a wide variety of fruits and vegetables, the months they are in season, and buys them for children to sample. Meals are eaten at the table and social skills are effectively encouraged. Medical and dietary needs are carefully observed to ensure children maintain their good health. Children are encouraged to wash their hands before eating and after messy play activities, which teaches them to follow good hygiene procedures. Babies and children enjoy fresh air and sunshine in the outside ornamental gardens and on walks to the nearby nature reserve. They walk to school twice every day and play in the park and in the gardens of other childminders. Children are closely supervised at all times. Children's safety is a high priority for the childminder. The external door and balcony door are securely locked and a safety gate prevents children's access to the kitchen. The childminder knows the children

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

well. She understands when they are tired and need to sleep. She successfully prepares babies for sleep as she brings them their comforters and plays soothing music.

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

The childminder understands the importance of preparing children well for their next stages in learning. Young children are taken to the school twice a day to take and collect older children. They become familiar with the school environment, which helps to prepare them for future transitions.

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provision

The childminder has a good knowledge and understanding of the areas of learning and how young children learn. She regularly undertakes written observations, assessments and planning for the next steps in children's learning and development. The childminder keeps records of children's achievements and encourages daily communication with parents by email, telephone and in person. She keeps a daily record sheet of children's achievements and care routines to which parents are asked to contribute. The childminder understands what stage the children have reached in their learning and uses effective methods to track their development. The childminder is extremely well organised and has designed her own paperwork, which effectively meets the safeguarding and welfare requirements of the Early Years Foundation Stage. She makes notes throughout the day in a large diary of everything that children do, and experience, so that nothing is left to memory.

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provision

The childminder is, mostly, aware of her strengths and weaknesses and a written self- evaluation document is in the early stages of development. However, reflection and self- evaluation are not yet sharply focused to secure future improvements and to target a programme of further professional development. This means the service to children is not as effective as possible. The childminder takes account of the views of parents and children in her self-evaluation and welcomes their feedback as she is keen to ensure that all children and parents feel satisfied with the service they receive. The childminder has a strong desire to improve and develop her setting and is keen to undertake further training in order to strengthen her knowledge and understanding.

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provision

The childminder has a secure understanding of the safeguarding and welfare requirements of the Statutory Framework for the Early Years Foundation Stage. She has produced appropriate safeguarding policies, including a policy restricting the use of mobile phones in the setting. Children are effectively protected from harm as the childminder demonstrates a secure knowledge of safeguarding issues and who to report any concerns to, she also ensures that children play in safe spaces. All documentation required by legislation is in place and well maintained. Effective risk assessments are carried out in the childminder's home, as well as the school run and other outings. These demonstrate that the childminder has a good understanding of potential risks to children's safety and the necessary action to be taken to minimise them.

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provision

The childminder works in close partnership with parents. Parents are encouraged to play an active role in their children's development from their initial observations. They participate in discussions about their children's progress and are fully involved in the assessment of their children's next steps as the childminder exchanges information with parents daily. She has formed links with other providers and is supported by the local authority development team. The childminder liaises with teachers at the local school where she requests copies of exercises to link to school activities to support children when they are ready for school. She likes to make learning fun and is confident that she has the skills necessary to prepare children for future transitions.

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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 EY454889 Local authority Thurrock Inspection number 895006 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 1

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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

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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