Childminder in Essex

Inspection date

Previous inspection date 16/09/2013 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 enjoy their learning as they confidently select from a wide range of toys and activities that provide them with interest and challenge. As a result, they make good progress in all areas of learning, preparing them well with the attitudes, skills and confidence they will need for the future.  Children's linguistic development is well-supported; children know that they can speak and express themselves freely, and that they are always listened to, making them confident communicators who are able to be understood.  Children's social, personal and emotional development has a high priority and is well considered and planned for. As a result, they are confident, happy and settled, and able to play and learn comfortably.  The childminder is exceptionally well organised and understands all aspects of her role very well, therefore she is able to meet children's needs for care and learning very effectively.

p.1

It is not yet outstanding because

 There is scope to provide more opportunities for exploratory, open-ended and natural play by making further natural and household items available to children.

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 observed and interacted with children in the playroom and garden.

p.2

Inspection activities

 The inspector held discussions, and carried out a joint observation with the childminder.

p.2

Inspection activities

 The inspector looked at a sample of documentation including children's development profiles, policies and information posters.

p.2

Inspection activities

 The inspector took account of parents' views gathered by the childminder in advance of the inspection.

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 partner and two children aged nine years and three years in a house in Colchester, Essex. The whole of the ground floor and the rear garden is used for childminding. There is currently one child on roll who is within the early years age range. The childminder supports children who speak English as an additional language. The childminder attends a toddler group and activities at the local children's centre. She visits the library, shops and playground on a regular basis. She collects children from the local schools and pre-schools. She operates all year round from Monday to Friday, except for agreed family holidays.

p.3

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

 enhance opportunities to promote children's curiosity and sensory experiences. For example, provide open-ended resources including a wider range of natural and household items in play indoors and outside, such as in a mud kitchen outside and in treasure baskets for babies.

p.3

who attend

Children make very good progress in all areas of learning. They learn the skills and attitudes they need to support their future learning and development, and become ready for school. Children have access to a dedicated playroom where they access toys and resources to support their learning and development. For example, there are puzzles and construction kits to teach skills in mathematics and promote designing and building. Small world play with vehicles and animal figures promotes imaginative play and problem solving as children create scenarios and become absorbed in play. Children develop their physical skills while playing in the garden on a range of resources, such as a trampoline and a slide, ride-on toys and sand and water play. The childminder builds on children's enjoyment of being outside to extend their learning. For example, she counts with children as they attempt to bounce in different ways on the trampoline. Children observe the

p.3

who attend

changing seasons, and learn about growth of plants and life cycles, as they visit an allotment and go on trips to the zoo. Feeding a friend's guinea pigs is fun and teaches children how to care for living things.

p.3

who attend

Children's communication and language development is given a high priority. The childminder ensures that she knows some key words in children's home language when this is not English. She builds on this communication and helps children develop their knowledge of English in practical and fun ways, such as naming parts of the body using favourite songs, and talking about food and routine care, such as using the bathroom. Children respond well and rapidly learn new vocabulary, beaming with pleasure when they are praised for trying a new word.

p.3

who attend

Sensory development is approached by the childminder through art and craft activities, such as painting and collage work, and making cards, such as for Mother's Day or a birthday. Children collect leaves to use in creative ways, and explore the properties of materials, such as play dough and sand. However, there is scope to extend the range of natural and household materials and items offered, to promote open-ended and natural play. For example, by providing more flexible opportunities for children to explore and experiment with a range of natural materials, including soil and water.

p.4

who attend

Children's personal and social development is good. They understand behavioural expectations and respond well to the 'house rules', such as removing their shoes indoors, sharing and taking turns with resources and being polite when asking for something. They are secure and able to express their needs well. This aids their independence and school readiness.

p.4

who attend

The childminder makes efforts to liaise with other settings attended by the children. She exchanges information in regard to children's care and learning so that she can keep parents well informed, and can plan activities to complement children's experiences elsewhere. Every child has a development profile in which the childminder records their achievements with annotated photographs. These are further brought to life as the childminder uses the children's own words to describe what they have done. Alongside the assessments and tracking of development levels, the childminder suggests next steps in learning. This enables parents to be very involved and offers ideas for them to continue at home. Parents are able to comment and make suggestions in the development profiles, and some choose to do so. A regular written report provides an overview of children's learning clearly showing the progress they are making and any areas for additional

p.4

who attend

attention. This model is one that the childminder will use for the progress check for children aged two when the need arises.

p.4

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

Children develop very warm, effective attachments with the childminder. She takes time to get to know every child as an individual with their unique personalities and styles of behaviour. By talking to parents and gathering details of home, health and dietary needs, and emergency contacts, the childminder is well equipped to tailor the care and meet each child's needs. As a result, children settle easily into her care. Children benefit from interacting with other children as well as the childminder's own family, and develop social skills as they play and enjoy meals together. As a result, children's behaviour is good and they develop consideration for others.

p.4

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

The childminder responds to children's need for healthy food and drink and provides meals and snacks in accordance with parents' wishes. They know that they can have fruit, cheese or crackers for a snack, and that ice-cream is an occasional treat. Children learn simple hygiene routines, such as hand washing, and know that they need coats and shoes to play outside when chilly or wet. This protects their health and teaches them basic self- care.

p.4

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

The stimulating and child-centred environment, and the challenging and exciting play and learning opportunities and outings, help children learn to manage risk and develop independence and resilience in a variety of situations. By talking to them about their feelings and emotions, the childminder supports children and prepares them for the next stages in their learning, whether that is pre-school or a reception class.

p.5

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

The strong partnership with parents gives children a sense of security, and reassurance that their care needs will be consistently met, by the dedicated childminder.

p.5

provision

Children are effectively safeguarded and protected from harm or abuse. The childminder has completed training to enable her to respond to any concerns she has in regard to children's welfare. Parents are reassured that any adults that children are in contact with have been checked and vetted for suitability, and that the childminder constantly supervises children when they are out and about. This keeps children safe and secure.

p.5

provision

The house provides a firm base in which children feel secure and are thereby enabled to play and learn in a relaxed manner. All areas are risk assessed and any action needed is taken promptly to maintain the high standards of safety.

p.5

provision

The learning programme is balanced, based on the childminder's secure understanding of how children learn and what she can do to promote their development across all areas. She continuously observes and assesses children in order to track their development and report back to parents.

p.5

provision

By a reflective attitude and a forward-looking approach, the childminder is able to evaluate her practice and plan realistic and achievable goals for future development. She is ambitious and constantly strives to improve the outcomes for children and families. The childminder takes account of parents' and children's views, which she gathers by way of regular surveys as well as informal verbal feedback. Where additional help is required for children to make the best possible progress, the childminder understands the need to work closely with both parents and with other professionals, and secure any advice or resources that are required to meet the children's needs.

p.5

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.5

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.6

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.6

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.7

Setting details

Unique reference number EY460607 Local authority Essex Inspection number 910738 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 1

p.7

Name of provider

Date of previous inspection not applicable

p.7

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.7

Type of provision

For the purposes of this inspection the following definitions apply:

p.7

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.7

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.7

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.8

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.8

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.9

Type of provision

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

p.9