Childminder in Thurrock

Inspection date

Previous inspection date 05/06/2013 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

 Children attending before or after school care enjoy an appropriate variety of activities that support their development. The childminder gathers information from parents from the outset to ensure that experiences are in tune with children's interests and enthusiasms.  The childminder ensures that children are cared for in a warm and welcoming family home. As a result, children develop strong bonds with the childminder and her family and this helps them feel secure and comfortable.  All the essential regulatory documentation is in place and is systematically organised to promote the safe and efficient organisation of the childminding provision.

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It is not yet good because

 Continuity of children's care and learning between settings is not fully supported because the childminder has not yet liaised effectively with the early years teachers from the school that children attend.  The childminder is not yet consistently using her observations to help her assess if children are demonstrating typical development for their age, or to monitor that activities consistently cover the prime and specific areas of learning.  Children have fewer opportunities to play and explore using resources that help them learn about similarities and differences between themselves and others.

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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 indoor learning environment, toured the premises and accompanied the childminder on the journey to school.  The inspector held discussions with the childminder and children.  The inspector 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 from references and questionnaires obtained by the childminder.

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Information about the setting

The childminder was registered in 2012 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children, aged nine and five years, in a house in Tilbury, Essex. The childminder uses the whole of the ground floor and the rear garden for childminding.

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Information about the setting

The childminder attends activities at the local children's centre and she either walks or drives to and from school to take and collect children. The childminder supports children who speak English as an additional language.

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Information about the setting

There is currently one child attending, who is within the early years age group. The childminder also offers care to children aged over five years to 11 years. The childminder operates all year round from 7.30am to 7pm, Monday to Friday, except for family holidays. She is a member of Professional Association for Childcare and Early Years.

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must:

 improve partnerships with other providers to share and obtain information and seek to complement learning in settings in which children spend more time.

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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:

 extend the range of resources that encourage children to explore each other's similarities and differences, for example, by offering role play areas with a variety of resources reflecting diversity, and provide positive images of all children including those with diverse physical characteristics, including disabilities.

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who attend

The childminder offers suitable wrap-around care before and after school and provides an appropriate range of planned and practical activities that supports children to learn and develop. The learning environment has resources easily accessible so that children can independently take decisions in their learning, both indoors and outdoors. The childminder has an acceptable understanding of how children learn. She is clear about the importance of knowing when to join in children's play and when to stand back to let them explore independently. Children who speak English as an additional language are sensitively supported. The childminder encourages children who share a language to use it within her setting.

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who attend

The childminder uses children's interests and enthusiasms to plan experiences that help them gain skills they need at school. For example, children use construction toys to solve simple mathematical problems. They have access to a computer, so are able to extend their technology skills and they also practise early writing skills and learn to form letters correctly. However, there is limited information shared with the school that children attend, to ensure that the provision for individual children complements the learning and development experiences they receive in the early years classroom, where they spend the majority of their time.

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who attend

The childminder liaises with parents on a daily basis, via verbal feedback, texts and emails, regarding children's routines and the activities they have participated in. She also encourages parents to contribute to an initial assessment of their children so that she can build on what they already know and can do. The childminder has started to collate development records, which include observations of achievements, illustrated with photographs. She is beginning to identify how she can support learning and what she can do next to help children develop further. However, she does not yet analyse her observations effectively to help her 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. This means that although children make steady progress, learning experiences are not consistently matched to their needs, to help

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

There are appropriate settling in procedures to ensure that children feel secure and happy, and form positive relationships with the childminder and her family. The childminder is sensitive towards children who tend to be shy and she praises them as they play and talks to them warmly. This helps new children gain confidence. Children are polite and behave well, demonstrating that they are familiar with the house rules and daily routine. For example, they know to remove their shoes upon entering the premises. Reward charts are used successfully to praise children for their best efforts. As a result, children are aware of what is expected and understand the consequences of their actions. Children play co- operatively and take account of one another's ideas. For example, minded children play harmoniously with the childminder's own children, when playing with small cars or completing jigsaw puzzles together. The childminder has a suitable understanding of the

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

importance of preparing children for moving to other settings to ensure that the process is as smooth as possible, when this is required.

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

Equipment and play materials are sufficient and meet the needs of children so that they are engaged and interested in their play. Toys and puzzles are regularly rotated to provide added interest and stimulation. The childminder respects the unique needs of each child as she finds out about care requirements and family backgrounds right from the start, so that she can promote children's well-being. The childminder provides some books to raise children's awareness and appreciation of diversity. However, children have fewer opportunities to explore using other resources and artefacts that help them learn about similarities and differences between themselves and others, within everyday play.

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

Children are appropriately learning about aspects of their own safety. For example, they practise safe routines for crossing roads and understand they must wear a seat belt in the car. Children are also involved in practising the fire drill so that they learn the importance of responding swiftly in an emergency situation. Children have a positive introduction to leading healthy lifestyles. They play in a clean environment and the childminder talks with parents to obtain details of children's individual dietary needs, helping her to meet their daily needs appropriately. Children have opportunities for exercise and developing physical skills as they play in the garden with a variety of apparatus and equipment.

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provision

The childminder is appropriately organised and efficiently manages her childminding provision around taking and collecting children to and from school. She systematically organises her paperwork and has clear policies that underpin her practice and are shared with parents. Children are safeguarded as the childminder is fully aware of her responsibility to protect them from harm. She ensures that only adults checked through the Criminal Records Bureau have unsupervised contact with children. The childminder makes sure her home is safe and secure through the use of risk assessment, along with vigilance and close supervision of the children. Safety items, such as, a fire blanket and first aid kit are easily accessible in the event of an emergency. The childminder takes action to minimise potential risks to children in the garden. For example, she has fitted a strong cover over the pond to prevent children accessing the deep water.

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provision

The childminder has a suitable understanding of the Statutory Framework for the Early Years Foundation Stage and has attended all the mandatory training. Since registration she has made appropriate improvements to her provision. The childminder has developed her observations to help children make steady progress. She is receptive to advice from her local authority development worker and has very recently obtained additional documents to help her link her observations of children's achievements to the areas of learning. However, the childminder is not yet making good use of guidance, such as Development matters in the Early Years Foundation Stage to help her consistently monitor children's progress and ensure there are no gaps in learning. The childminder has recently completed a detailed and accurate self-evaluation. She is beginning to use this to decide on how to develop experiences for children and to help her widen the scope for

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provision

improvements to her childminding service. The childminder also links with other childminders to gain new ideas and discuss best practice.

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provision

The childminder is building friendly and helpful working relationships with parents. There are clear contracts and consent agreements that cover the business and care arrangements. Valuable information, such as, the registration certificate is displayed in a prominent position for parents to view, along with training certificates. Parents are asked share their views on the childminding service by providing personal references and by completing questionnaires. They say that their children enjoy coming to the childminder and value finding flexible childcare that suits the needs of the family. However, the childminder has not yet fully established partnerships with early years teachers in the schools children attend to promote continuity in children's learning and development.

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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 EY449882 Local authority Thurrock Inspection number 899493 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

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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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