Childminder in Essex

Inspection date

Previous inspection date 09/08/2013 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 form strong bonds with the childminder and turn to her for support and to have their care needs met. This supports their emotional development and needs well.  Transitions, including initial settling-in procedures, are well thought out and help children feel secure and included.  The safety of the children is given a high priority by the childminder. As a result, children feel safe and secure.

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It is not yet good because

 Children have too few opportunities to make active choices and direct their own learning, as the presentation of resources limits children's their access and choice, and some parts of the day lack balance as activities are too adult-directed.  The childminder does not focus her future plans to identify how to improve children's learning experiences.  Parents' involvement in children's learning and development is less successful than other aspects of partnership working, as arrangements for sharing learning and development at home are yet to be fully developed.

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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 and interacted with children in the playroom.  The inspector held discussions with the childminder and her co-childminder.

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Inspection activities

 The inspector looked at a sample of documentation including children's development profiles, policies and a self-evaluation document.  The inspector took account of parents views gathered in advance of the inspection.

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Information about the setting

The childminder was registered in 2012 and is on the Early Years Register and the compulsory part of the Childcare Register. She lives with her husband and one child aged one year in South Woodham Ferrers, Essex. The whole of the premises is used for childminding. The family has a dog and cat as pets. There are currently five children on roll, of whom four are in the early years age range. The childminder works with a co- childminder. She works from 7am to 6pm five days a week, all year round, with the exception of agreed family holidays. The childminder attends various community groups and visits the local library. The park and playground are used for outside activities and physical play.

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must:

 improve the balance between adult-led and child-initiated activities by organising resources to give children more opportunities to make active choices, develop their critical thinking and direct their own learning.

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

 devise an effective system for evaluating and prioritising actions which will bring improvements to children's learning experiences over time

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

 improve the use of parents' contributions about their children's learning to inform planning for individual children.

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who attend

Children make satisfactory progress towards the early learning goals. They are provided with a range of activities and outings, which cover the prime and specific areas of learning. While they are learning some of the skills to prepare them for school, the educational programme does not always ensure that activities are appropriate for the age and stage of development of individual children. For example, at more structured times there is too little choice for children as their access to a range of resources from which to freely choose is limited. This is partly due to the presentation of resources, which, while sufficient in quantity and range, are not set out in a way which makes them easily accessible to all children. Children rely on adult help to take out the items they want to play with. At times, they are left with little to do while they wait for adults to complete routine tasks as there are no resources for them to engage with. For example, after an

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who attend

adult-directed craft activity, children are told to sit and wait while the childminder cleans up the table and wipes the babies' hands, before a session with flash cards which all children are expected to take part in. Sessions are sometimes over-structured and lack differentiation, so teaching is not matched to their age and stage of development. For example, the use of flash cards to teach numeral recognition is not appropriate for very young children, for whom a balance of more practical, exploratory and active play is suited to their learning needs.

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who attend

Children have some sensory and creative opportunities as they paint and draw; some examples are included in their development profiles, which are available to parents to view and contribute to. However, this strategy is not highly successful. Information about children's learning at home, is not always effectively shared to enable the childminder to build up a full picture of children's learning and use this information when planning future activities. Photographs show children enjoying an outing to a local butterfly safari and petting farm, which they enjoy recalling as they look through their scrapbooks. The next steps in children's learning are identified and included in their development profiles, but these sometimes are set too high, and are not realistic. They are not always based on precise and accurate assessments of what children can do and need to do next.

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who attend

During the less structured, free-play sessions, children play with musical instruments and noisy toys, learning that their actions, pressing buttons or moving a lever, have an effect. They complete large floor puzzles, learning about shape and space. They can dress dolls and discuss their clothes, making up imaginary scenarios, commenting 'My dolly is going on holiday!' The childminder supports this play by sitting alongside children, chatting with them and suggesting things for them to try. Children know that their work is valued as it is displayed on the walls or hung from the ceiling. This also helps them recall what they did, for example making planes for the 'transport' topic. Outdoor physical play is provided by daily visits to a local park with play equipment, as currently the garden is not available to children. Children are prepared by having their outdoor shoes put on and any sun cream or sun hats if needed.

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who attend

The childminder is aware that if children require additional support, for example speech therapy or behavioural support, she will work with parents to help facilitate this. Similarly, although she has not yet cared for children who speak English as an additional language, the childminder understands of how she would support the child and family to ensure inclusion.

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

Some aspects of children's well-being are promoted well. They are cared for in a very safe and secure environment, where safety has a high priority. All areas of the home, and any outings undertaken, are carefully assessed for safety and to minimise risks to children. All supporting paperwork and documentation is in place so that the childminder can meet daily care needs. Details such as who has parental responsibility and emergency contacts are clearly recorded. Parents have access to the policies and procedures so they know what to expect from the childminder.

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

Children have drinks available at all times and are reminded to keep themselves hydrated. They have snacks and meals provided and are encouraged to eat sensibly and healthily. Routines, such as nappy changing and use of the toilet are managed hygienically. By reinforcing hand washing routines and other simple hygiene processes, the childminder helps children learn the basics of self-care. Children's emotional well-being is promoted well as the childminder and her co-childminder take time to build warm and effective relationships with the minded children. They find out about the children's home lives and share special times such as birthdays, cementing the bonds and giving children a sense of belonging and security. At times, children lack sufficient meaningful choices and are less able to direct their own learning, or explore and discover freely, as resources are not made easily accessible, and the emphasis on adult direction is too great. The current

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

emphasis on adult-directed as opposed to child-initiated experiences mean that activities do not provide sufficient opportunities for children to develop an effective understanding of risks and how to manage them.

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

Children develop an understanding of acceptable behaviour and how their actions affect others. They mix socially with other children when they attend local community groups and at the playground. Independence is developed and children are prepared for the next stage in learning because the childminder supports these transitions and works with parents to ensure continuity of care for children. For example, as children are about to start preschool, the childminder discusses what they may expect, and talks about the changes they will experience, to allay any anxieties.

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provision

Some aspects of the learning and development programme limit children's choice and decision-making ability as there is too much emphasis on adult-directed activities. This limits children's ability to be active and self-determined in their learning. The childminder's assessments of children's learning needs is not always accurate or based on evidence of past achievements, so the next steps in the children's learning are not always appropriate and are set too high. A progress check at age two is carried out and the results shared with parents. This highlights any areas for concern and enables support to be put in place.

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provision

Children are safeguarded as the childminder understands how to recognise and respond to any concerns. There is a clear policy, which sets out her responsibilities in regard to keeping children safe. She has attended training which ensures she is up to date with the latest advice and guidance.

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provision

The childminder has started to compile an evaluation document to record how the practice meets requirements, and set goals for future development. This is, however, in its infancy and currently is largely descriptive. Future plans focus solely on practical improvements, such as storage, the garden and a new hand basin, rather than on aspects of the practice and organisation of the educational programme to improve children's learning and development.

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provision

The partnership with parents is satisfactory. Children's starting points are noted and their care and welfare needs incorporated into the daily routine. While parents are able to see the children's development profiles, information about the children's learning at home, is less well shared. The childminder understands that she needs to maintain a two-way flow of information with any other early years settings attended by children and intends to initiate this when the time comes.

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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 EY450753 Local authority Essex Inspection number 919451 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 5 Number of children on roll 5

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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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