Childminder in Essex

Inspection date

Previous inspection date 01/07/2013 01/12/2009

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early years provision

This inspection: 2 Previous inspection: 3 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 are happy, settled and secure as they have formed close attachments with the childminder.  The childminder's practice is based on a secure knowledge and understanding of how children learn and develop, and offers a good range of learning opportunities. Therefore, children are making good progress.  Children are welcomed into a clean, organised, safe and child-friendly environment. They can easily access a variety of good quality toys and resources. This is because the childminder effectively promotes children's safety and well-being.  The childminder is very effective in evaluating her practice to bring about improvement and is committed to training. Therefore, learning outcomes for children are good.

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It is not yet outstanding because

 Children have fewer opportunities to play and explore with different resources, such as treasure baskets, that contain everyday objects and natural play materials.  Play and learning opportunities in the outdoor environment are not fully maximised to ensure children can explore and investigate in different ways.

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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 and toured the premises.  The inspector held discussions with the childminder.  The inspector viewed a sample of the children's development records.

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Inspection activities

 The inspector viewed evidence of qualifications of the childminder, risk assessments, policies and procedures and other documentation in relation to health and safety checks.  The inspector viewed written comments from parents.

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Information about the setting

The childminder was registered in 2006 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her child aged seven years in a house in Chelmsford, Essex. The whole of the house and the rear garden are used for childminding. The family has cats and guinea pigs as pets.

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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 and collects children from the local schools. There are currently ten children on roll, three of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 7.45am to 6pm Monday to Friday, except Bank Holidays and family holidays.

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

 provide natural play materials and treasure baskets to enable children to explore and discover everyday objects, so that they can use their senses to stimulate their play

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

 extend learning opportunities in the outdoor environment to ensure it offers further challenge in all areas of learning.

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who attend

The childminder has a good understanding of how children learn and develop, and therefore, children make good progress. The childminder offers exciting and fun activities that interest and challenge children in the indoor learning environment. She fully understands the importance of adult-led activities and children learning through self- initiated play. For example, she sits and interacts with babies, encouraging them to play 'peek-a-boo' and shows genuine delight when they join in the game, praising them for their effort. However, she also understands the importance of allowing babies time and space to discover for themselves. Babies have great fun and giggle as they climb into empty boxes. The childminder supports and extends their play by providing a tunnel that they can crawl through. However, there are fewer opportunities for children to play with natural play materials in the home, such as treasure baskets, to support their imagination

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who attend

and play. The childminder's commitment to attend training courses means children are progressing well. This is because they are cared for by a childminder whose practice is based on a secure understanding of how to promote learning. The childminder is aware of children's individual needs and is able to confidently discuss how children's learning is supported and challenged. Good information regarding children's interests and abilities when they first attend is documented, as the childminder positively encourages parents to share what they know about their child. Secure and meaningful observations are made and the childminder uses guidance, such as Development matters in the Early Years Foundation Stage, to help monitor children's progress. The childminder is effective in highlighting children's achievements and evaluating the observations made. This ensures accurate plans are in place to support children's next steps in learning. The childminder is aware of

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who attend

the importance of early intervention and the requirement to complete a summary for the progress check at age two. These have been effectively completed and an established working partnership with parents means they are involved at every stage.

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who attend

Children have fun digging and planting tomatoes and strawberries in the garden. They enjoy their time outdoors and their physical skills are supported well. This is because resources, such as slides, ball games and ride-on toys, are readily available. Young children enjoy water play and practise early writing skills as they make marks on the walls using water and brushes. Children learn to work together outdoors as they play football. However, planning for activities that routinely cover all areas of learning and the provision of resources to support children's play outdoors is not fully embedded in daily practice.

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who attend

Children listen to and follow simple instructions, and negotiate well between themselves. These are all good skills for future learning. The childminder collects children from the local school. She has established good links with the early years teacher to ensure continuity and a consistent approach to supporting children's learning. The childminder makes full use of the facilities at the local children's centre, in preparation of supporting a child who may attend another setting in the future.

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who attend

The childminder positively promotes a good working relationship with parents and encourages their participation in the ongoing assessment of their children. She invests time getting to know the children in her care and their individual needs, so that she can accurately target areas to support their learning. She has high expectations for them and, as a result, the quality of provision is good.

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

Children settle very well and are happy and secure as they have made strong attachments to the childminder. Babies snuggle in to her when they feel tired and effortlessly fall asleep in her arms. Children feel safe and secure as the childminder positively encourages many opportunities for parents to settle their children. She is very familiar of the children's individual needs, and likes and dislikes. This helps children experience a smooth transition from home into her care, and enables them to explore and try new things confidently.

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

Even very young children are learning to play and share together and respond well to the childminder's consistent approach to supporting behaviour. For example, sheshows genuine delight when babies follow simple instructions. They are clapped and the childminder tells them they are 'very clever'. She appreciates the importance of her role in setting a good example to children. She is calm and shows dedication to provide children with a quality service. Babies often receive one-to-one care and are completely settled in the home, even after they return from time away. The childminder has a gentle manner and consistently praises children for their efforts.

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

The childminder supports children in gaining independence in their own personal care. For example, they are encouraged to wash their hands before eating. Children are developing an understanding of the importance of healthy eating as the childminder discusses healthy choices with them. They are offered nutritious meals that she prepares in accordance with their dietary needs. Drinks are constantly available to ensure children are not thirsty. Fresh air and exercise are positively encouraged. Children walk to and from school, visit the park or play in the garden daily. Transitions from nappies to potty are sensitively managed in accordance with parents' wishes.

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

The home is welcoming and stimulating for children. Quality resources are easily accessible, enabling children to make decision, self-select and initiate their own games. The childminder gives priority to children's safety. For example, risk assessments are completed and children practise evacuation of the premises. This means children are able to play in a clean and safe environment and know what to do in the event of an emergency. Children learn how to keep safe when outdoors as road safety is discussed when out walking. The childminder educates them about the importance of sun hats and sun cream to keep themselves safe. Therefore, children make progress in developing the skills they need for later life.

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provision

The childminder is able to provide children with a broad range of learning experiences as she has a good understanding of the requirements of the Statutory framework for the Early Years Foundation Stage. Effective evaluation and monitoring of children's progress is sound because the childminder has a clear understanding of how children learn and has good expectations for the children in her care. Well-documented observations and completion of children's profile summary enable the childminder to effectively evaluate the progress children are making.

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provision

The childminder has recently completed training to level 2 in safeguarding and has a sound understanding of her responsibilities to protect children's welfare. Arrangements in place ensure children are protected from harm, for example, child protection policies and procedures that underpin practice. Thorough risk assessments and secure medication and accident procedures mean children consistently play in a safe environment.

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provision

The childminder demonstrates a positive attitude to continuous improvement. This has a positive impact on the children because the childminder's self-evaluation process is objective and evaluative. Areas to develop are highlighted and plans to improve detail the action taken. This means the quality of care and education offered to the children is of a good standard. The childminder is friendly and approachable. Parents are warmly welcomed into the home and are positively encouraged to communicate what they feel and have their say. The childminder has fully embraced the importance of working in partnership with parents. Good communication is also offered through the use of the daily diary, by text or email if requested by the parent, to ensure they are fully aware of their child's time with the childminder. Written references in preparation for the inspection are exceptionally positive, and suggest parents are extremely satisfied with every aspect of

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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 EY335691 Local authority Essex Inspection number 878148 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 10

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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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