Bennett-Smith, Mrs Gemma Maria

Inspection date

Previous inspection date 07/10/2013 09/10/2008

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early years provision

This inspection: 2 Previous inspection: 2 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 demonstrates very good knowledge of the requirements of the Statutory framework for the Early Years Foundation Stage. She delivers all aspects of the framework well to ensure that children's needs are effectively met.  Children form close and caring relationships with the childminder and her family. The childminder's effective settling-in procedures ensure that children, parents and the childminder become familiar with each other over a period of time suitable for each family.  Well-planned activities provide children with rich and interesting learning experiences. Activities are tailored to meet children's individual learning styles.  The childminder demonstrates very clear knowledge of the children in her care. This enables her to provide an environment in which children's experiences respond to their individual needs. They are able to explore, build, move and play in flexibly arranged

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It is not yet outstanding because

 Links with other early years provisions, which children attend, are not always fully robust. This means partnership working is sometimes not fully effective to enable the childminder to complement the very good learning that takes place in other settings.

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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 viewed all areas of the childminder's home used for childminding purposes and observed activities in the lounge and kitchen.

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Inspection activities

 The inspector held discussions with the childminder and children at appropriate times throughout the inspection.

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Inspection activities

 The inspector looked at a selection of records, including children's details, information about children's learning and development, accident and medication records, written policies, risk assessments and a range of other relevant documentation.

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Inspection activities

 The inspector took account of the views of parents shared through written comments and feedback.

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Information about the setting

The childminder was registered in 2008 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 12 and 16 years in a house in Colchester, Essex. The whole of the childminder's home and the rear garden is used for childminding. The family has two birds and two dogs as pets.

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Information about the setting

The childminder attends toddler groups and activities at the local children's centre. She visits the shops and park on a regular basis. She collects children from the local schools and pre-schools.

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Information about the setting

There are currently eight 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 7am to 6pm, Monday to Friday, except for bank holidays and family holidays.

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

 improve arrangements for information sharing and partnership working with other early years settings where minded children also attend, in order to identify children's needs, complement the learning already taking place and support them in making progress.

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who attend

The childminder's secure understanding of the differing learning styles of the children in her care, enables her to tailor activities to meet their preferred way of learning. She is knowledgeable about how children learn and uses her knowledge effectively to promote children's development across all seven areas of learning. Clear observations are used effectively to plot children's achievements and to record their progress in well-presented learning journals. The childminder assesses children's development and provides parents with regular and clear summative assessments. Parents view these and comment on their children's learning with the childminder and at home. Effective and well-considered planning is tailored to ensure that every child's next steps in learning are planned for. Children enjoy a wide range of experiences with the childminder, who regularly meets with other registered childminders and makes very good use of local amenities to extend

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who attend

children's experiences. Children are keen and active learners. They enjoy exploring the range of resources on offer and enthusiastically participate in the experiences offered to them. Children's language skills are effectively promoted by the childminder asking them clear and appropriate questions. She provides them with a good amount of time to respond and think about their answers. Children enjoy looking at books and sharing story times together. They are provided with good opportunities to develop hand-writing skills when they access drawing and writing resources. Children learn about the environment when they make 'bug houses' in the garden, using a large piece of wood and moving it periodically to see which insects and bugs have made it their home. They participate in some planting and growing activities and discuss where foods come from.

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who attend

Children have fun moving in and out of the large tent, erected by the older children. The sheets of silver crinkly paper, which form the walls, create a crunchy sound as children move confidently around in it. The childminder effectively follows children's interests when planning activities and also when providing free-play resources. For example, she knows which children enjoy playing with babies and ensures that these are always available on the days those children attend. The childminder enthusiastically supports children at all times. She sits with them and takes their lead in discussions and activities. Children are effectively prepared for 'big school'. For example, the childminder borrows books from the library about starting school, she makes hand-made books with photographs of various areas of the school with each child. They use these as discussion points in the months before they start school. Younger children also become familiar with the school building

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who attend

when they take older children to, and collect them from school.

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who attend

Children are keen and active learners. They enjoy exploring the range of resources on offer and enthusiastically participate in the experiences offered to them.

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

Children are settled and comfortable in the childminder's home. They form very secure relationships with her as she provides them with a welcoming, caring provision, which is tailored to meet their individual care needs. Effective settling-in procedures enable parents to play an active role in preparing their children for the transition between home and the childminder's care. Children behave well and understand the childminder's simple rules. Well-established routines enable children to learn about the format of the day and what they will be doing next. For example, they know that they sit at the dining table for a mid- morning snack and that hand-washing before food and after using the toilet is an important hygiene procedure.

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

Children move confidently around the areas of the childminder's home that are accessible to them. The childminder's home is well organised, providing children with clear floor space in which to spread their play. Space is limited; therefore the childminder stores the majority of her resources in cupboards and sheds. The toys and resources are presented in well-labelled storage boxes and children are encouraged to make choices about the selection of equipment presented each day. They use 'choice cards', which consist of laminated photographs of the equipment to help them to make choices. The childminder's garden provides children with opportunities to access fresh air and exercise throughout the year, as in wet weather they use the decking area directly outside the childminder's lounge. The childminder gives high priority to children's safety, ensuring that all areas of her home, accessible to children, are effectively risk assessed. Children develop an

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

understanding about keeping themselves safe, for example, when they practise evacuating the premises.

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

Children enjoy a range of meals and snacks during their day with the childminder. All meals and snacks offered to children are healthy and nutritious and children are encouraged to try new or unfamiliar foods. For example, children who are not keen on fruit are still offered a small amount and encouraged to try it. Once a week, children take it in turns to plan a meal for the rest of the children. They take home a picture of a plate and draw or write what they would like one evening the following week. This provides the childminder with a good opportunity to encourage children to think about foods which are good for them and those which are not so good. The childminder is very knowledgeable about children's likes and dislikes and follows parents' requests with regards to special dietary needs. She has clear procedures in place for dealing with accidents and administering medication. Children are appropriately prepared for their next stages of

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

learning as the childminder actively encourages them to develop independence and to become confident when meeting new people, or experiencing new surroundings. Children are well supported during transitions to school because the childminder has working relationships in place with the school.

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provision

The childminder demonstrates a secure understanding of how children learn. She is very familiar with the seven areas of learning, which enables her to promote children's development effectively through well-planned and challenging activities. Effective monitoring of the educational programme and planning ensures that the childminder conducts a consistent, precise and accurate assessment of her provision for children's learning. The childminder effectively identifies gaps in children's learning through her established systems for observing the children in her care. She effectively seeks early interventions to ensure that any gaps are quickly reduced through appropriate support.

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provision

Children are effectively protected from harm through the childminder's secure arrangements for safeguarding children. She regularly updates her safeguarding knowledge through appropriate training courses and discusses current guidance with other registered childminders. All adults living on the premises are appropriately vetted and proof of their suitability checks are available on file. Children play and learn in a safe and secure environment as the childminder conducts effective risk assessments of the premises and all outings.

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provision

Rigorous systems for self-evaluating the childminder's provision enable her to effectively review and monitor all aspects of her childminding service. The childminder demonstrates a clear drive for improvement, evidenced through her commitment to attend a wide range of training courses. The childminder is accredited and regularly evaluates her provision for children's learning through this process. Parents and older children play an active role in the childminder's self-evaluation by providing her with feedback on her provision. The childminder implements changes as a direct result of this feedback. For example, parents found the development wheel used for plotting children's progress difficult to understand; this has resulted in the childminder explaining in writing the areas of learning.

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provision

The childminder has strong and effective partnerships with parents and others. She is committed to working closely with parents to ensure that she is offering an effective childminding service which supports the whole family. The childminder works well with the local school, especially with regards to transition arrangements for children moving from her care into full time education. Some links exist between the childminder and other early years settings which children attend. However, these are not yet robust enough to enable her to complement the learning which takes place in both settings, in order to progress children's learning even further.

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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 EY371568 Local authority Essex Inspection number 873750 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 8

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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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