Childminder in Essex

Inspection date

Previous inspection date 17/06/2013 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 is skilled in helping children to settle quickly. As a result, they build strong attachments and bonds with her and her family, promoting children's sense of security and belonging.  Children's safety and security are of paramount importance to the childminder, and she carries out comprehensive risk assessments inside and outside of the setting, which ensures that children are very well protected at all times.  The childminder works in partnership with parents to identify their children's developmental starting points. This enables children to settle quickly, be ready to learn and make good progress.  The childminder has good organisational skills which ensure that parents are kept well informed about their children's progress and development.

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It is not yet outstanding because

 There is further scope to improve the availability of books for children of all ages to enjoy and freely select, to enhance and stimulate their interest in books and reading.

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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 compulsory part 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 area and garden.  The inspector spoke with the childminder, her family and children.  The inspector took account of parents' views by reading feedback and references.

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Inspection activities

 The inspector looked at policies, risk assessments, children's development records 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 part of the Childcare Register. She lives with her parents, her sister and two teenage foster children in a residential area of Loughton, Essex. Her parents and sister-in-law are also registered childminders at the setting. All areas of the house are used for childminding. There is an enclosed garden available for outdoor play. The family has three cats.

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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 library and park on a regular basis. The childminder walks to local schools and pre-schools to take and collect children.

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Information about the setting

There are currently 13 children on roll, all of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 7.30am to 6.30pm, Monday to Friday, except Bank 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:

 create an attractive area where children of all ages can freely select and enjoy books in order to enhance and stimulate their interest in books and reading.

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who attend

The childminder has a good understanding of the learning and development requirements of the Statutory framework for the Early Years Foundation Stage. She carries out regular observations and assessments to ensure children are making good progress. These are stored in learning journals prepared for each child that also contain photographs and planning for the next steps in children's learning and development. Initial assessments are carried out when children first attend the setting and are discussed with parents. Parents complete an 'all about me' booklet to share information about their children, which includes details of care needs, abilities and preferences. Parents are asked to contribute observations of their children's development and learning at home, which are shared daily with the childminder.

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who attend

The childminder's key children are all under two years of age. Consequently, she provides activities and plans for their development using the three prime areas of learning. Pre- school children, who arrive later in the day from another setting, are supported in all seven areas of learning and the childminder understands and supports the children's varied learning styles. All children participate in story time every day, and older children can reach the books stored on shelves. However, books are not always routinely made available for younger children to freely access. This means that small children do not consistently have the opportunity to explore and develop an enduring interest in looking at and handling books, which leads to a love of reading. The childminder shares the planning for the children's activities with the other childminders in the setting to ensure a seamless approach for all the children. For example, children enjoy playing alongside each other as

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who attend

they paint water onto specially manufactured play mats to make colourful patterns. This supports their physical development and their personal, social and emotional development as they learn to share and take turns. The childminder extends the water activity by asking children if their small world people, who arrive by toy bus, are going swimming, and she demonstrates swimming with a model on a play mat. This stimulates children's imagination and curiosity and offers them further play opportunities. Children's communication and language development is supported as the childminder blows bubbles for them to catch, and promotes their use of vocabulary by introducing words, such as, 'bubble', 'magic', 'gooey', 'blow' and 'catch'. The childminder extends the use of language by pointing out facial features as bubbles land on noses, hair and ears. This helps children learn that words have meaning and encourages thinking skills.

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who attend

Most children at the setting are very young; therefore, the majority of activities are child- initiated. The staff plan for adult-led activities throughout the week using themes, such as 'sunshine and water', but they allow children to take the lead in their play and guide and extend it to ensure effective learning. This ensures that children become independent and active learners. Older children are prepared well for transitions for the next steps in their learning. This is because the childminder engages children in role play and takes them to the library to read relevant books and talk about going to school. The childminder collects children from pre-school and works with the pre-school key person to share planning to ensure continuity of learning.

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

Children form strong attachments to the childminder and settle quickly. Younger children stay close by her side, ask to be carried and sit on her knee when a new visitor is close by, showing they feel safe in her care. Children form close relationships with her co- childminders and each other, and demonstrate by their behaviour that they are settled and content. The childminder manages children's unwanted behaviour by gently taking them away from the situation and talking quietly with them. This has a calming effect on the children and enables them to return quickly to their play without any disruption to activities. The childminding environment is safe, secure and welcoming, and children feel comfortable and cared for. Children learn how to keep themselves safe. For example, toddlers know that by holding onto a bench on the veranda, they can safely lower themselves down onto the grass and avoid falling. A good range of resources are easily

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

accessible for children to select, indoors and outdoors, and are appropriate for the ages of children who attend the setting. The childminder frequently offers praise for children's achievements, which supports their developing self-esteem.

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

Children are provided with healthy and nutritious food that is freshly prepared, and young children learn to be independent as they feed themselves with finger food, such as melon and strawberries for their snack. Children are encouraged to be independent and they move freely around the setting, indoors and outdoors. Children have constant opportunities to play outside in the fresh air, even in wet weather, when they can play on the wide covered veranda. Nappy changing is discreet and hygienically managed. The downstairs bathroom facilities are child-friendly and well organised to support young children as they become more aware of their own personal needs. The childminder knows the children well and recognises when they are tired and need to sleep. Sleeping arrangements are good as children go to sleep in cots in separate bedrooms upstairs with freshly laundered sheets every day. This ensures that children do not disturb each other

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

when waking. Monitors are used to enable the childminders to hear if children are waking so they are never left alone when awake. Alarms are set to check on sleeping children every 20 minutes to ensure they remain safe while sleeping.

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

The childminder places high priority on developing strong and trusting relationships with parents. Children's likes and dislikes are shared at the initial meeting, and their ongoing care needs are well documented. A daily diary is completed for each child so that parents can see what their child has been doing during the day and how well they have eaten and slept. This ensures continuity of care for children and helps parents, and the childminder, to understand children's behaviour and health needs. The childminder prepares children for the next stages in their learning by providing activities that help them get used to sitting still and listening. For example, she uses puppets and role play to help them learn what to expect when they go to school.

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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 and the seven areas of learning. The childminder plans for children's next steps in their development and learning by observing and assessing them at play, and she evaluates the educational programmes provided. The childminder is motivated to develop her skills by receiving support and training from the local authority. She is currently working towards an early years qualification at level 3. The childminder's self-evaluation identifies the strengths and weaknesses of the setting and identifies plans for future improvements. Parents' feedback is complimentary and they are happy with the care provided for their children. The childminder incorporates the views of parents and children in her plans for future improvements, which include the development of an additional playroom to give older

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provision

children more space to play and learn. The childminder works in partnership with parents to ensure that each child is developing to their full potential. Daily diaries are shared with parents for regular information exchange to ensure continuity of care and learning for the children. The childminder works in partnership with parents and other professionals, such as pre-school staff. This ensures that children receive the support they need and aids a smooth transition for children when they are ready for school. The childminder has a clear knowledge and understanding of safeguarding and knows the procedures to follow should she have concerns about a child in her care. This means that children are effectively protected from harm. She has undertaken appropriate training and ensures that policies and procedures are up to date. Policies and procedures are contained in a comprehensive welcome pack which is shared with parents on their first visit to the

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provision

setting, and is available for them to view at all times. All adults living on the premises or working with children are appropriately vetted, and visitors to the setting are monitored and records of attendance kept. The documentation of the setting is very well organised and all the necessary registers and records are in place. Weekly team meetings take place with all the childminders at the setting, where planning, improvements and menus are discussed.

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provision

Regular risk assessments are carried out to ensure that all hazards in the setting and outside are minimised. Fire drills are conducted monthly, and carbon monoxide monitors are tested weekly to ensure that children remain safe at all times and understand what to do if an emergency should arise.

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The Childcare Register

The requirements for the compulsory 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 EY454414 Local authority Essex Inspection number 900027 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 8 Number of children on roll 13

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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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