Childminder in Essex

Inspection date

Previous inspection date 29/08/2013 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 provides a warm and safe environment, where children flourish in their learning and development.  Children's motivation and enjoyment in activities is enhanced by the childminder's enthusiastic interaction.  Effective partnerships between the childminder and parents means that the childminder has a good understanding of children's individual needs and parents are kept well informed about their child's ongoing progress and developments.  The childminder is committed to making continuous improvements to enhance outcomes for children.

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It is not yet outstanding because

 There is scope to improve how printed words are displayed in the environment, so that children learn to recognise connections between objects and their names.  The opportunities for children to learn about differences and similarities between people in society are not fully maximised.

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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 conducted a tour of the premises.  The inspector held discussions with the childminder and children.  The inspector viewed children's development records and the activity planning.

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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 spoken to on the day and from references obtained by the childminder.

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Information about the setting

The childminder was registered in 2012 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her two children aged seven and 10 years. They live in a maisonette in Basildon, Essex. The childminder occasionally works with an assistant. She uses the whole of the ground floor and the rear garden for childminding. The family keep a dog and a rabbit as pets.

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Information about the setting

The childminder attends local toddler groups and activities at the local children's centre. She drives to local schools or pre-schools to take and collect children.

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Information about the setting

There are currently three children attending, who are within the early years age range, all of whom attend on a part-time basis. The childminder also offers care to children aged over five years to 11 years. The childminder operates all year round from 6am to 9pm, Monday to Friday, except for family holidays. She is a member of 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, for example, by using more signs, labels and notices

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

 provide more opportunities for children to understand and celebrate the similarities and differences between themselves and others, for example, by extending the range of resources and activities that help them learn about diversity.

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who attend

The childminder knows children and their individual needs well and provides a wide range of activities, which cover the seven areas of learning. Through the clear observation and assessment of children's development, the childminder is able to plan perceptively for the next steps in their learning. Each child has an individual development record, which includes photographs of children at play and observations of their learning. The initial starting points are clearly identified and the childminder monitors children's progress carefully as she summarises their achievements in the reports she regularly shares with parents. The childminder also completes the required progress checks for children when they reach the age of two. Therefore, any developmental gaps can be addressed and attended to and children are suitably stimulated and challenged. Parents become more involved in their children's learning and development when they add their comments and

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who attend

their own observations to the development records.

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who attend

Children have good opportunities to develop their language skills. The childminder talks to children and toddlers constantly and successfully demonstrates that she understands their responses, through words, gestures and facial expressions. Children discover the meaning of new words when the childminder introduces them to a wider vocabulary in everyday situations. For example, the childminder encourages children to describe what they see in books and introduces and repeats new words, so they can use them in their own conversations. As a result, children become confident communicators, ask lots of questions and are also particularly interested in what visitors are doing.

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who attend

The childminder supports children's good progress and helps them to develop the skills they need in preparation for starting school or nursery. Children's mathematical thinking is fostered well and they count and use numbers within everyday routines and activities. They enjoy using graded cups, hoops and puzzles and sort or match items and classify them by colour and size. They have opportunities to learn about technology with interactive toys, where they work out the button they need to press to make certain sounds. Children show good pencil control as they practise early writing skills and colour their pictures. Children have easy access to a good range of books, both fiction and non- fiction. They begin to learn about sounds and letters as they use the magnetic alphabet displayed on the refrigerator. Children visit the library with the childminder and spend time looking at books for pleasure. However, there are too few printed words displayed in the

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who attend

indoor and outdoor environments, to prompt children's attention to how print carries meaning.

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who attend

Children are well supported to develop an understanding of the local environment. Regular attendance at community toddler groups provides children with a wider range of experiences and enhances their social skills. They also develop their understanding of the natural world by taking part in interesting outings, for example, they visit the zoo or nearby country parks. Children have access to some books with positive images of diversity. However, activities and experiences provided for children to learn about the differences and similarities between people are not extensive and do not extend or fully support children to learn to understand and respect the diversities in society.

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

The childminder has a warm and caring approach, which helps children to form secure bonds with her and have fun in her company. Children play happily in a comfortable environment, where they have space to move freely and safely, both indoors and outside. Play equipment is stored in low-level boxes, so that children can select items for themselves and take decisions in their play. Children show good levels of behaviour for their ages and play harmoniously alongside each other. The childminder continually helps children to develop their confidence and models politeness by encouraging them to say 'please' and 'thank you'. The childminder uses praise strategies, such as organising reward charts for each child and also through her interaction. For example, she says 'well done, this is really good' to praise children when they draw or colour their pictures. This means children know their efforts are really valued and it supports their confidence in trying out

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

new things or setting their own challenges.

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

The childminder plans effectively for children's transitions. The settling-in visits ensure that children only stay for long periods when they feel comfortable and settled in her care. There are frequent conversations with parents and the childminder gathers information about children's individual needs and routines, which she follows to enhance their well- being and feelings of security. For example, the childminder recognises when children become tired and provides cosy spaces, where they sleep peacefully and undisturbed. This also means that they awake refreshed and eager to play and learn again. Preparations for children transferring to school and other settings are well-established, leading to smooth transitions and continuity in children's care and learning.

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

Children are learning to take responsibility for their own safety as they are taught about how to keep themselves safe. For example, they learn road safety when out in the community and practise the emergency evacuation procedures. The childminder cares for children in a clean, well maintained environment. She appropriately supports them to understand the importance of adopting healthy lifestyles. Children are aware to wash their hands before eating and they have individual towels to prevent the risk of cross-infection. Any medical needs or special dietary requirements are supported effectively. Children have the provision of a healthy and nutritious diet, provided by parents and supplemented by the childminder. Drinks are kept within children's eyesight to prevent them from becoming thirsty or dehydrated. Children bring their toothbrushes, so they learn about the importance of good dental hygiene, when they brush their teeth after meals. The

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

childminder also promotes children's good health through opportunities for regular fresh air and exercise. For example, children enjoy playing in the garden, go on regular walks to the park and make good use of the sensory room at the local children's centre.

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provision

The childminder has a secure understanding of the requirements of the Early Years Foundation Stage and ensures that she meets them effectively. All the required records relating to the children, for the safe and efficient management of the childminding provision, are fully in place and well maintained. The childminder has implemented a wide range of written policies and procedures that effectively support her smooth day-to-day organisation. She demonstrates a good understanding of her role and responsibilities in identifying any concerns about a child's welfare and reporting these to the relevant child protection agencies. Thorough daily risk assessments of the home, garden and outings ensure that any potential risks to children's safety are consistently minimised. Very high standards of cleanliness and effective safety measures are maintained throughout the play environment.

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provision

The childminder successfully evaluates all aspects of her service. This enables her to carefully evaluate the strengths of her practice and highlight areas where there is room to continually improve. The childminder is very receptive to advice from other childminders and her local authority development worker. As a result, she continually gains fresh ideas to support children's development. In recent months, the childminder has completed a wide range of online training courses. This means that she has the knowledge she needs to effectively monitor the educational programmes and ensure children continue to be well supported in their learning. The childminder is also keen to continue to add to her skills and knowledge by attending further training courses; with a long-term aim of gaining a childcare qualification at level 3.

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provision

Strong partnership working with parents is promoted. They are provided with a wide range of information both in written form and verbally. This means they are kept fully up to date with their child's progress and have the information they need to protect their welfare. Parents are actively encouraged to share in the childminder's self-evaluation as they are invited to complete questionnaires and often discuss any changes that are made. As a result, children continue to benefit from a provision that meets their needs well. The childminder is fully aware of the importance of sharing information with other professionals, particularly when children attend other early years settings. She gathers and shares information about children's development with their key person. As a result, the childminder adapts her provision to ensure children experience consistent support and progression across the different settings they attend.

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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 EY439437 Local authority Essex Inspection number 884544 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 4

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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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