Prentice, Jennifer Anne

Inspection date

Previous inspection date 10/09/2013 Not Applicable

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early years provision

This inspection: 1 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 1 The effectiveness of the leadership and management of the early years provision 1

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This provision is outstanding

 The childminder has extensive knowledge of the Early Years Foundation Stage to provide children with exciting and inspiring activities and experiences, which enhances all aspects of their learning and development.  The indoor and outdoor learning environments, including resources are exceptionally organised. This means that children are motivated and inspired in their play and they are able to make choices.  Wonderful relationships established with parents, mean that children make exceptional progress in their learning and development.  Self-evaluation is exemplary as the childminder includes parents and children's views and continually strives to build on the existing high standards.

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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 children's activities and the interaction between the childminder and children.  The inspector spoke to both the childminder and the children.

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Inspection activities

 The inspector viewed children's activity plans, the assessment arrangements and children's learning journals.

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Inspection activities

 The inspector looked at documentation including safeguarding policies and training details.

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Information about the setting

The childminder was registered in 2013 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She works from the home of a registered childminder in Southend-on-Sea, Essex. The whole of the premises and the garden are used for childminding. The family has a cat.

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Information about the setting

There are currently four children on roll, of whom two are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 7am until 7pm Monday to Friday, except bank holidays and family holidays. She 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:

 enhance further children's speech and language by building on the use of children's books to introduce new language and think about key characters.

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who attend

The childminder's in-depth knowledge of the Early Years Foundation Stage and early childhood development enables her to provide an exciting and inclusive play and learning environment. Consequently, children's well-being is exceptionally well supported and they are making outstanding progress in all areas of their development. The key features of effective learning are an integral part of the childminding practice as children consistently play and enjoy exploring while they learn and create. For example, children play and explore at painting boxes, making links and choosing ways to do things. The planning and assessment arrangements take into account the emerging needs and current interests of the children. Each child has their own individual learning journal, detailing their play experiences and tracking their ongoing development, as achievements and identified next steps are recorded. Parents are fully involved with their child's learning as the regularly

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who attend

update their child's journal and 'All About Me' records. Parents also inform the childminder about their child's current interests and experiences, such as family holidays and trips out. This enables the childminder to ensure activity plans are tailored exceptionally well towards children's individual learning needs and interests. Robust monitoring and assessment is in place for all children and the childminder effectively carries out the progress check at age two.

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who attend

Children's emotional well-being is extensively supported. A key person system has been implemented to ensure children consistently receive high quality care and learning because the childminder works with another childminder. Children are highly skilled and confident within the home, and the childminder recognises the importance of supporting their emerging self-help skills, for example, young children independently put on their shoes and cardigans when playing in the garden. The childminder ensures that young babies individual care needs are consistently met to a high standard. As she carefully and sensitively handle babies. The childminder also cuddles and reassures babies during care routines and throughout the day. This means that babies make secure attachments to the childminder. Children socialise as they mix with others in the childminder's home, and the older children are positive role models, helping younger children to regulate their

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who attend

behaviour, learn to share and problem solve. This means that the childminder provides a positive and inclusive environment where all children are valued.

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who attend

There is an extremely sharp focus on helping children to acquire communication and language skills, as highly impressive support is offered to promote children's progress in this area of learning. The childminder constantly talks to children during their play and daily routines and makes the most of every opportunity to extend their vocabulary and challenge their thinking. She also is highly skilled at 'tuning in' to children's vocalisations and the personal words they use and, as a result, children are very confident to try new words and build sentences. There is an effective focus on the importance of children's love of books as key stories are included in themed activities such as, mini-beasts. There is scope to further enhance older children's learning through talking more to children about key characters and building further on the opportunities to introduce new vocabulary.

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who attend

The childminder supports and encourages children's imaginations and self-expression through a range of creative activities, including play in sand and soil, dressing up and small world play. Children particularly enjoy small world play where the childminder is skilful at intervening and allowing the children to develop their own story line, for example, play people and rocket going to the moon. Early mathematical concepts are promoted through daily activities and experiences, for example, children are encouraged to count the boxes and look at different shapes and sizes during creative activities. They find out about the local community during walks to the parks, shops and collecting children from pre-school and school.

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who attend

The childminder has an excellent understanding of how children learn through play, and recognises that each child is unique and the value of providing an environment that appeals to children's interests. She understands that younger children need more support and guidance in their play and during daily routines. The childminder understands how to effectively support older children as they prepare for a move to school.

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

Exceptional attachments and relationships are established between the children and the childminder; this is demonstrated as children confidently move independently around the stimulating environment. They can also play, without interruption, while the childminder unobtrusively observes and intervenes when appropriate and with purpose. The organisation of the play and learning environment is exceptional as the home is child- centred, attractive and well-maintained. Resources are easily accessible as children are able to self-select toys from the labelled cupboards promoting choice and independence.

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

Younger children demonstrate an understanding of their own personal safety, as they skilfully negotiate all areas of the home, for example, they safely step outside into the garden area. Children further develop their awareness of caring for themselves and others as they know to be carefully with young babies. The childminder also explains to children the rules when going on outings. In addition, children develop an extremely good understanding of their own self-care and the importance of good health as the childminder talks to them about what they are eating as they enjoy social occasions when they sit together to eat. Young children develop their ability to manage their own care needs as they know to wash their own hands and faces and cooperate with care routines, such as going to the toilet. The childminder provides children with a wide range of high quality, home-made nutritious meals and snacks. These are meticulously planned to ensure they

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

are well-balanced and reflect the special dietary requirements, allergies and preferences of individual children. Children understand the importance of good manners and being polite as they ask permission, saying 'please' and 'thank you' and are considerate with the childminder and their peers. Consequently, children understand social conventions and are respected within the family home environment.

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

Partnerships with parents is a key feature of the success of the setting as the childminder and new families work closely together to ensure new children are settled within the environment. Parents are extensively informed about the children's care and their learning and play experiences. There are regular parent evenings and the childminder writes a brief progress report, recording recommendations and parents' comments. Very good systems are in place with regards to shared care as the childminder works with other early years settings, regular meetings are held and records are shared. This means that the childminder is fully up-to-date with children's learning and development.

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provision

The childminder has been previously registered and has extensive knowledge and experience of childhood development. The childminder holds an early years qualification at level 6 and she worked as an early years practitioner in a number of early settings. This has resulted in the childminder ensuring exceptional learning experiences are provided and that children make rapid progress in their learning. Risk assessments for the home and for trips out are thorough, for example, the childminder will visit a venue prior to writing the risk assessment. She has an excellent understanding of procedures that help keep children safe and she clearly knows the procedures to follow in the event of a concern; as a result, children are kept safe at all times. The childminder skilfully manages her documentation to ensure she focuses her time and attention on the children.

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provision

The childminder ensures all children receive high levels of individual care and attention. Equality and diversity practices are extremely good. Each child is recognised as a unique individual as the childminder has a thorough knowledge of each child's background and family circumstances. Consequently, all children are fully included and supported. The childminder is committed and motivated to ensure high standards of care and learning are provided for children. Self-evaluation is reflective and effective, building successfully on existing provision and developing the childminder's service further. She is rigorous in evaluating her practice, including assessing key activities and identifying recommendations to inform future activity plans. This helps to maintain existing high standard of care and education. Suggestions and input from parents, children and advice from the early years team from the local authority are welcomed and immediately acted on.

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provision

Partnerships with parents are outstanding. Parents are provided with a comprehensive range of information about the service, such as, regularly updated policies and procedures and information about how she implements the Statutory Framework for the Early Years Foundation Stage. Parents are requested to give feedback through written questionnaires and their positive responses demonstrate how happy they are with the care and learning their children receive. For example, parents value the extensive range of activities that are provided and that children are making very good progress in their development. She established links with the local children's centre and childminding groups. She has very close links with local schools promoting effective and smooth transitions to school, supporting the next phrase in the children's learning and cultural life.

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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 EY459635 Local authority Southend on Sea Inspection number 909400 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 4 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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