Childminder in Essex

Inspection date

Previous inspection date 26/09/2013 21/06/2010

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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's practice is based on a good knowledge and understanding of how children learn and develop and offers a good range of learning opportunities, therefore, children are making good progress.  Children are welcomed into a clean, safe and child-friendly environment. Children can easily access a variety of quality toys and resources. This is because the childminder effectively promotes children's safety and well-being.  Children are happy, settled and secure as they have formed close attachments with the childminder and her family.  The childminder is committed to training and self-development, which means that children are cared for by a knowledgeable childminder, who is up to date with current practices.

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It is not yet outstanding because

 Children sometimes have fewer opportunities to develop their very good independence skills at mealtimes.  Opportunities for parents to share what they know and to contribute to their children's very good ongoing learning are not yet fully embedded in practice.

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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 toured the premises.  The inspector held discussions with the childminder and the children.  The inspector viewed a sample of the children's development records.

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Inspection activities

 The inspector viewed evidence of qualifications of the childminder, risk assessments, policies and procedures and other documentation in relation to health and safety checks.

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Information about the setting

The childminder was registered in 2007 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her children aged one, 10, 13 and 15 years in a house in Braintree, Essex. The whole of the premises and the rear garden are used for childminding. The family has a dog as a pet.

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Information about the setting

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

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Information about the setting

There are currently 15 children on roll, five of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round, Monday to Friday, except bank holidays and 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:

 enhance the opportunities for parents to contribute to their child's initial assessment and ongoing progress to promote their learning even further

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

 support further opportunities for children to make independent choices and make decisions, for example, at mealtimes.

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who attend

The childminder provides children with a good range of learning opportunities and has a good understanding of how they learn and develop. Therefore, children make good progress. She offers exciting and fun activities that interest and challenge children within the indoor and outdoor learning environment and fully understands the importance of adult-led activities and children learning through self-initiated play. For example, children enjoy using piles of straw outdoors. They enjoy playing alone, exploring the feel and texture. Children have fun making bird's nests using props provided by the childminder. They hide animals in the straw and they show excitement when they discover patterns cars make.

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who attend

The childminder's commitment to attend training courses means that children are progressing well. This is because they are cared for by a childminder whose practice is based on a good understanding of how to promote learning. She is aware of children's individual needs as some opportunities for parents to share what they know about their child's interests and abilities are in place.

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who attend

Secure and meaningful observations are made. These are recorded within the children's development records. The childminder is effective in highlighting children's achievements and evaluating observations made to ensure accurate plans are in place to support their next steps in learning. She is aware of the importance of early intervention and the requirement to complete a summary of progress for children aged two years. These have been effectively completed and an established working partnership with parents means they can be involved at every stage if they choose.

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who attend

Children enjoy their time outdoors. They have access to a vegetable garden and can plant their own fruit and vegetables. They learn how to take care of their crop. Their physical skills are supported well. This is because resources, such as slides, a trampoline, ball games and ride on toys are readily available within the garden. Arranged outings also provide children with many opportunities to develop their skills, for example, by climbing trees in a forest. Numbers and letters displayed in the garden help children understand that text has meaning. They also use water and brushes outdoors to make marks. Children listen to and follow simple instructions. For example, young children can put their shoes on before going into the garden. They negotiate well together when crabbing at the beach. These are all good skills for future learning.

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who attend

The childminder positively promotes a good working relationship with parents. However, there are fewer opportunities for parents to continually share their children's learning and development at home as this is not yet fully embedded in practice. This means that children's very good progress is not always supported as well as possible. The childminder does have high expectations for the children in her care and as a result, the quality of provision is good.

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

Children settle well and are happy and secure as they have made strong attachments to the childminder. Children that only attend occasionally, happily enter the home and settle quickly to an activity. Their friends are excited and happy to see them. This is effectively achieved as the childminder positively encourages many opportunities for parents to settle their children. Parents are welcomed into the home and social events are also organised, so that the childminder gets to know the whole family. The childminder is very familiar with the children's individual needs and likes and dislikes. These are discussed before a child starts, so that she is aware of their individual routines. This helps children have a smooth transition from home into her care and enables them to explore and try new things confidently.

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

The childminder has a consistent approach to supporting behaviour and children's behaviour is good as a result. They are familiar with the routines and expectations. For example, the childminder reminds them to say 'thank you'. The childminder appreciates the importance of her role in setting a good example to children and consistently praises them for their efforts.

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

The childminder supports children in gaining independence in their own personal care. For example, even very young children can use the bathroom independently and take care of their personal needs. The childminder is on hand to help if required. Children are developing an understanding of the importance of healthy eating. They make smoothies from the fruits they grow in the garden and enjoy these at snack time. Children are offered a healthy lunch but everything is prepared for them. This means that opportunities to make choices and develop their independence skills are not always supported as well as possible. Meals are prepared in accordance with their dietary needs. Drinks are constantly available to ensure children are not thirsty. Fresh air and exercise is positively encouraged. Children enjoy trips to the park and forest where they can run at speed and develop their climbing and balancing skills. They happily participate in a sports day that the childminder

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

The home is welcoming and stimulating for children. Quality resources are accessible, enabling children to select and initiate their own games. The childminder gives priority to children's safety, for example, risk assessments are completed and children practise evacuation of the premises. This means that children can play in a clean and safe environment and know what to do in the event of an emergency. Children learn how to keep safe when outdoors as road safety is discussed when out walking. Therefore, children make progress in developing the skills they need for later life. The childminder collects children from the local school and pre-school. She has made good efforts to establish links with the early years providers to ensure continuity and a consistent approach to supporting children's learning.

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provision

The childminder provides children with a range of learning experiences as she has a good understanding of the requirements of the Statutory framework for the Early Years Foundation Stage. Effective evaluation and monitoring of children's progress is good because the childminder has a clear understanding of how children learn and has good expectations for those in her care. Observations within the children's development records and completion of a progress report for two-year-olds enables the childminder to effectively evaluate the progress children are making. The childminder is currently studying for a level 4 qualification in childcare.

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provision

The childminder has recently completed training in safeguarding and has a good understanding of her responsibilities to protect children's welfare. Arrangements in place ensure children are protected from harm. For example, child protection policies and procedures that underpin practice. Thorough risk assessments and an understanding of reporting significant incidents to Ofsted means that children's welfare is protected and they play in a safe environment.

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provision

The childminder demonstrates a positive attitude to continuous improvement. This means that the quality of care and education offered to the children is of a good standard. The childminder is friendly and approachable. Parents are warmly welcomed into the home and are positively encouraged to communicate what they feel and have their say. The childminder offers questionnaires to obtain their views on the service provided. Good communication is also offered through the use of the daily diary to ensure they are fully aware of their child's time with the childminder. Good links have been established with others, who share care of the children to ensure their needs are met and there is continuity in their learning.

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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 EY347774 Local authority Essex Inspection number 937171 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 15

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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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