Childminder in Essex

Inspection date

Previous inspection date 09/09/2013 Not Applicable

p.1

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

p.1

This provision is good

 Children are making good progress in their learning as the educational programmes are interesting and stimulating. The children participate in a wide range of activities both within the home and through visits to the local area.  The childminder securely supports children's health and well-being as her home is safe and clean. Potential hazards highlighted by robust risk assessments are minimised.  The development of independence and self-awareness is thoroughly supported as children are encouraged to take an active part in all aspects of their care.  A warm relationship exists between the childminder and children resulting in good behaviour and children that feel safe and confident.

p.1

It is not yet outstanding because

 There is scope to develop the contribution children make to the childminder's self- evaluation to further strengthen practice.  The literacy resources do not fully extend opportunities children have to read handwritten letters and words in their environment, to optimise literacy learning.

p.1

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

p.2

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.

p.2

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.

p.2

Inspection activities

 The inspector looked at children's assessment records and planning documentation.  The inspector observed activities the childminder carried out with the children.  The inspector held discussions with the childminder.  The inspector saw evidence of policies and procedures.

p.2

Information about the setting

The childminder was registered in 2013 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children aged 15 and 12 years in a house in Basildon. The whole of the ground floor and the rear garden is used for childminding. The family has a dog and cat as pets.

p.3

Information about the setting

The childminder attends a gardening group and a toddler group. She visits the shops and park on a regular basis. She collects children from the local schools and pre-schools.

p.3

Information about the setting

There are currently five 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 6.30am to 6pm, Monday to Friday, except bank holidays and family holidays. She supports children with English as an additional language and with special educational needs and/or disabilities. She is a member of the Professional Association for Childcare and Early Years.

p.3

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

 develop the contribution children make to self-evaluation by regularly asking their views on the activities that are provided

p.3

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

 create handwritten literacy resources so that children learn about the different ways that print can convey meaning.

p.3

who attend

The childminder is knowledgeable about how to create an effective learning environment for the children. The children fully engage with the childminder and they are making good progress across the seven areas of learning. Every day regular time is planned to discuss the days of the week, months of the year and seasons. They sing songs to remember the days of the week and can say the year is 'two thousand and thirteen'. Children are therefore, starting to be knowledgeable and understand the world around them. Literacy skills are well supported with an environment rich in words. The childminder uses printed letters and words to help children learn that print has meaning. There is scope however to deepen literacy learning further. For example, by using handwritten letters and words in the environment to assist children to understand the different ways that letters and words can look.

p.3

who attend

Children with English as an additional language are making very good progress. Learning journals are used to record children's starting points, observations, photographs and children's work. This builds a picture of children's development and highlights their next steps. The childminder has a very good understanding of individual children's needs and this supports the progress that they make. Children's communication and language is well supported through both the planning and spontaneous play. As they make a fire station the childminder listens to the children and models language for them. She introduces electronic books for the topic they are doing and the children's imagination is captured further. The educational programme has breadth and fully supports children's engagement in their play.

p.4

who attend

The childminder attends childminding groups, which enable children to socialise with others and contributes further to language development. These groups provide additional interest and learning. An 'around the world' topic gave the children the experience of tasting foods and learning about other cultures. Dancing and music further supports children's all-round development. The learning environment provided by the childminder is a vibrant and enjoyable one.

p.4

who attend

Parents support and share in their children's learning. When their child starts they complete a form that provides details about their child. They have regular access to the learning journals, which they are encouraged to contribute to. The childminder shares a daily diary with them, which explains what they have eaten and the learning they have been doing. The childminder completes the progress check at age two and shares this with parents. Interventions are then planned, if required, so that individual children's needs are met and they make good progress.

p.4

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

The well-being of the children is fully supported by a childminder who is warm and welcoming. Prior to starting children visit with their parents at settling-in sessions. At these sessions the childminder assesses their individual needs. This supports all children including those with special educational needs and/or disabilities. The childminder understands how to adapt her environment for individual children and where to get help from outside agencies. She is also proactive at visiting other settings in order to gather information and manage transitions.

p.4

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

Clear guidance is provided to children about acceptable behaviour and the childminder has appropriate expectations of the children. Relationships are therefore strong and the children are very well behaved. Through careful and sensitive practice the childminder supports children's self-confidence around pets. Children that come to the setting with a fear of animals flourish under the childminder's sensitive approach. Stickers are used for praise and encouragement as they are gradually introduced to the gentle family pets. Children overcome their fears and develop their self-confidence.

p.4

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

The children are beginning to understand how to keep safe. They can explain they need to go 'to the fence' and that they must not run, if there is a fire. The food is healthy and nutritious and supports their understanding of how to be healthy. During frequent visits to parks and childminding groups the children develop their physical skills. There are many opportunities to run around and have plenty of fresh air contributing to a healthy lifestyle. The garden is equipped with ride-on toys, a slide, a trampoline and an area for digging in the earth. The childminder also provides a trolley with open-ended natural resources for the children to use. They plan to collect conkers and fir cones to add to this in the autumn, further supporting children's understanding of the world. These vibrant activities support children's interest in the outdoor environment and their physical development.

p.4

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

Children are given lots of opportunities to develop skills to support their growing independence. They are encouraged to go to the toilet and wash their hands independently. During a cooking activity the children are asked for help to find the equipment and ingredients they need. This also teaches them about the cooker being hot and reinforces messages of how to keep safe.

p.5

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

The children are being well prepared for their next transition to school as the childminder understands how to support them. She actively supports their skills to be independent as well as providing activities that support early literacy development. The childminder speaks with the teachers and shares the children's learning journals. This supports children in their preparation for the next stage in their learning and their continued progress.

p.5

provision

The childminder has a secure understanding of how children learn and how to deliver an effective learning environment. Her experience in caring for and teaching children in the early years enables her to help children to make progress. To ensure the learning has depth and breadth across the seven areas of learning she uses suitable development guidance. Regular and precise assessment of children allows the childminder to plan around children's needs and interests. Children who speak English as an additional language have made rapid progress since joining. They are now at the expected development levels for their age. Assessment is therefore precise and individual needs are met.

p.5

provision

The childminder is fully aware of her duties to safeguard children. The required policies are in place and shared with the parents. The environment is safe and daily risk assessments are carried out. The childminder actively teaches children how to keep safe and they are knowledgeable about safety issues. All documentation that is needed is in place and supports children's safety and well-being.

p.5

provision

Through careful monitoring the childminder has created a thorough self-evaluation. This is completed by reviewing practice, as well as considering views collected from parents. Since becoming a childminder six months ago she has been proactive at reflecting on her practice and improvements have already been made. To strengthen the process of self- evaluation there is scope to gather children's views to further improve practice. The targets set by the childminder are realistic and she is committed to improving her provision through further training so as to have an impact on children and support the continued delivery of quality provision.

p.5

provision

Partnership with parents is good and the childminder shares the planning and children's progress with them. The parents are therefore encouraged to take an active part in their children's learning. The childminder is committed to working with parents and has identified further improvements to support her work with them. The childminder is aware of how to gain further help to secure interventions for children that need them. She is dedicated in obtaining information about children from parents and other settings they may attend. This ensures that all children will make progress and receive the support they need.

p.6

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

p.6

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.

p.7

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.

p.7

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.

p.8

Setting details

Unique reference number EY458510 Local authority Essex Inspection number 910497 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 5

p.8

Name of provider

Date of previous inspection not applicable

p.8

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.

p.8

Type of provision

For the purposes of this inspection the following definitions apply:

p.8

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.

p.8

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.

p.8

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.

p.9

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,

p.9

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’.

p.10

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.10