Childminder in Thurrock

Inspection date

Previous inspection date 16/08/2013 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 extremely knowledgeable about how young children learn through play. She provides a broad range of resources, which are easily accessible, as a result, children are making good progress in their learning and development.  Children's social and emotional needs are well met by the childminder. She shares warm relationships with them and is sensitive towards their individual needs. Consequently, children are happy, settled and extremely confident in her home.  Children have continuous access to outdoor play and regularly visit parks and recreational areas. As a result, children have plenty of fresh air and their physical development is promoted well.  The childminder works closely with parents and ensures they are well informed about the childminding provision. This helps to develop secure partnerships that benefit all children.

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It is not yet outstanding because

 The opportunities for children to see useful printed words, so they learn to recognise connections between objects and their names, are not fully explored.

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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 children playing in the downstairs area and garden.

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Inspection activities

 The inspector spoke with the childminder at appropriate times throughout the inspection.

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Inspection activities

 The inspector looked at planning documentation and a selection of policies, children's records and self-evaluation.

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Information about the setting

The childminder was registered in 2013 on the Early Years Register and the compulsory part of the Childcare Register. She lives with her husband and one child aged 19 months in Grays, Essex. The whole of the childminder's house is used for childminding and there is a fully enclosed garden available for outside play. The family has a pet dog and two cats.

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Information about the setting

The childminder takes children on outings to the local shops and local park. She is able to take and collect children from local schools, nursery and pre-schools.

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Information about the setting

The childminder currently has two children in the early years age group on roll. She operates all year round from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays agreed in advance. Children are able to attend for a variety of sessions. The childminder 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:

 extend children's literacy skills by creating an environment rich in print where they can learn more about words linked to objects, for example, by using names, signs and labels.

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who attend

The childminder has a very good knowledge of how children learn through play. She provides a broad range of interesting and challenging activities for children and is skilled at engaging them. Her natural enthusiasm has children eager to participate in all that is offered and as a consequence, they make good progress in their learning. Planned learning experiences are based on observation and assessments of what children can already do and are tailored to their individual needs. The childminder also effectively tracks children's progress over time, so that she knows they are making good progress in readiness for their transition into school. She ensures that she knows children's starting points when they first start with her, through gathering information from parents during home visits and confirming this through early observations of what children can do. The childminder knows that progress checks are to be competed for children at the age of two

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who attend

years and this is shared with parents, so they are well informed about their child's level of achievement and their child's next steps in learning. Parents are kept well informed about the progress children make and the next steps the childminder has identified. They regularly get to see their child's learning journal and are encouraged to make comments about their child's achievements at home. This means that children benefit from a consistent approach to their learning and it gives the childminder an accurate, all-round picture of their development.

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who attend

The childminder's home is organised well and children are able to easily access resources to initiate their own play. This successfully fosters their independence. The childminder skilfully promotes and supports children's learning. She effectively interacts with them, ensuring that from an early age children's play is purposeful and interesting. The childminder supports children's progress in their learning and development well. She has identified that very young children are reluctant to get messy and touch different textures. As a result, she sets up structured 'messy play' activities that incorporate water, lentils, rice and play dough, so that young children are provided with all opportunities they need to confidently explore a variety of textures and everyday objects. The childminder supports children well in their play, engaging them in conversation as she asks open- ended questions that encourage them to think. For example, children enjoy completing

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who attend

animal puzzles and the childminder encourages them to name the different animal. She also uses 'Makaton' sign language alongside spoken language to enhance the communication skills of those children, who have not yet fully developed their speaking skills.

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who attend

Children have access to a range of books and enjoy frequent visits to local groups to join in singing and story times and develop their social skills. They learn about numbers and shapes through conversations and access good quality games and puzzles. The childminder plans a range of craft activities that enable children to express themselves through design and creative arts. They learn to use tools, such as metal and wooden spoons when creating sounds on the bottom of saucepans, which supports their physical control and coordination well. Children's pictures and models are displayed, so they can take a pride in their achievements. However, there are few printed words displayed, for example, on storage boxes, to help children quickly recognise connections between objects and their names and develop the skills they need for early reading.

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

Children follow regular routines that help them to learn about good hygiene practices and the importance of personal care routines. For example, they know they must wash their hands prior to eating. Children learn about healthy diets and are learning about the reasons why eating a nutritious diet is important. They are also learning about the importance of drinking as the childminder regularly reminds them to have a drink and talks about the reasons why it is important. Children participate in a varied range of activities, which positively contribute to their physical fitness. They freely access the childminder's garden and enjoy daily exercise and fresh air as they walk to local parks, where they love to use their physical skills to climb the different apparatus.

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

Children's well-being is promoted as the childminder takes time to listen to what they have to say and this helps them to feel valued. Children's self-esteem is promoted with consistent interaction, well-organised activities and freedom to make choices about their play. The childminder is sensitive and caring and fully supports children in forming strong, emotional attachments. This provides a solid foundation for their personal, social and emotional development and helps children to be ready for their transfer to pre-school or school. Children form positive and close relationships with the childminder and her family and are very happy and settled.

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

The childminder works in close partnership with parents to support children's all-round development and emotional well-being. Children settle well because the childminder is fully aware of each child's individual routines. She prioritises gathering important information about children from parents during home visits and the preliminary visits to the childminding environment. Then effective settling-in sessions are organised to meet the needs of each child. As a result, new children quickly settle, which helps to support their care, learning and development. Children are supported well by the childminder with their achievements valued and as a result, their behaviour is good. They are encouraged to take responsibility for themselves as they learn to listen, share, take turns and be kind to others. Consequently, children learn how to play cooperatively. The childminder is attentive to responding to children's different personalities, offering regular praise and

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

encouragement, which contributes to them developing a sense of self-worth.

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

The childminder's home is arranged to enable children to play safely. She helps children gain a good awareness of keeping themselves safe with consistent, age-appropriate explanations. This helps to raise children's awareness of potential dangers and enables them to understand the consequences of their actions. For example, they regularly discuss the reasons for not standing on chairs and know it is because they may fall. Children develop a good understanding of outdoor safety and know and understand the safety rules when playing in the garden.

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provision

The childminder is secure in her knowledge of how to keep children safe. Through her childminding training and her past experience as a nursery nurse, the childminder has developed a very good understanding of the signs that may cause her concern. She fully understands the importance of quickly accessing help and advice should she become concerned about a child's welfare. The childminder demonstrates an acute awareness of the supervision requirements of younger children, both when inside the home and on outings. Consequently, written risk assessments help minimise identified risks in the home, garden and on outings. All documentation pertaining to the safeguarding and welfare requirements, including policies and procedures, are meticulously organised and of a high standard.

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provision

The childminder provides an extensive range of activities, which enable all children to make good progress in their learning. She observes what children can do, assessing their progress and planning for their next steps. Consequently, she has a clear understanding about the progress children are making in her care and can identify and address any gaps in learning. Systems for monitoring and evaluating practice are well established. The childminder knows her strengths and has clear action plans in place to improve learning experiences for all children. She is keen to provide the best quality care and learning for children and strives to continually improve her practice. For example, she has undertaken training courses to improve her practice.

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provision

The childminder builds good partnerships with parents. She promotes effective communication through talking with parents each day and by providing a daily diary, which set out children's care needs, as well as the activities they have enjoyed and the progress they are making. She encourages parents to provide information about their child, which helps her ensure continuity between the child's home and the setting. Letters and questionnaires from parents state that they are exceptionally happy with the care and education their children receive. They praise her enthusiasm, the activities she offers and state that children enjoy, while having fun. The childminder develops links with the other providers of the Early Years Foundation Stage. She is confident about forming links with other provisions and professionals to ensure a coordinated service for all children and a sustained consistency of care across settings. This ensures that she meets every child's

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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 EY456766 Local authority Thurrock Inspection number 905741 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 2

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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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