Childminder in Essex

Inspection date

Previous inspection date 15/11/2013 03/03/2009

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early years provision

This inspection: 2 Previous inspection: 3 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

 A well-resourced, dedicated playroom ensures children feel welcomed and have plenty of choice. This makes them active learners, taking decisions and developing their creative thinking.  Children show a very strong emotional attachment to the childminder. She is sensitive to individual children's styles of learning and recognises their uniqueness, enabling her to tailor their care precisely.  The partnership with parents is effectively promoted: they are very well informed on a daily basis of what children have been doing, as well as their routine care.  The childminder has good organisational skills to enable her to manage a busy working week well. She understands how to keep children safe and secure whilst providing a stimulating, child-centred learning environment

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It is not yet outstanding because

 Opportunities for natural play and learning or to allow children to experience the natural world at close hand are less well provided for. This is because they have fewer resources for open-ended play in the outside area.

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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 interacted with children in the playroom, and in the lounge, as they played and as they had lunch.  The inspector held discussions with the provider and carried out a joint observation.

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Inspection activities

 The inspector viewed a sample of documentation including evidence of suitability checks and qualifications, policies and children's development profiles.

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Inspection activities

 The inspector took account of the views of parents spoken to during the inspection and those gathered in advance of the inspection on completed surveys.

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Information about the setting

The childminder was registered in 2002 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children, aged 16 years and 13 years, in Witham, Essex. The whole of the ground floor, and the upstairs bathroom, is used for childminding, there is also a bathroom on the ground floor. There is an enclosed garden for outside play. A low-step to the main door provides access to the premises. The childminder has two dogs, a fish and a gecko.

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Information about the setting

The childminder is currently minding seven children, three of whom are within the early years age range. She walks to the local school to take and collect children. The childminder attends various community groups and takes children to the library and to the park. She meets regularly with other local childminders.

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

 improve the provision for natural play and learning and introduce activities for children to experience the natural world at close hand.

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who attend

The childminder uses effective teaching strategies which ensure that children make good all round progress to develop the skills and attitudes they need for the next stage in their learning. She finds out from parents what children are able to do when they first start to attend, then skilfully assesses the children's level of development. She uses this knowledge, together with observations, to plan activities that will help each child make progress and achieve to the best of their ability. The childminder observes and records what children do and builds this into a development profile, which is shared with parents regularly. Photographs illustrate the range of activities children take part in and are linked to the areas of development that they represent. She uses guidance documents to ensure her tracking of children is accurate. By sharing the record with parents, they can continue the learning at home. The childminder will carry out a progress check for children at two

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who attend

years of age and share the results with parents, to ensure that any children needing additional help are fully supported in reaching the expected levels of development. The childminder keeps parents informed throughout the day with texts and occasional photographs, so they can see what children are doing. These provide an effective link so that parents and children can share and talk about their day once they are at home. The experienced childminder has a good understanding of how children learn. She uses her skill to plan activities, which challenge children and help them towards the next steps in learning. For example, young children learn to communicate by singing songs and nursery rhymes, and sharing stories from favourite books with the childminder. She extends their vocabulary by repeating their words and talking to them about what they are doing. When children are colouring and exploring making marks with pencils and crayons

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who attend

she describes the colours and encourages the children to name them. She notes which hand a child favours and helps them to use tools, such as, simple cutlery and writing implements. When children point at shapes on a colourful wall poster in the playroom she names them and helps them to trace the shape with a finger. Children then recognise the same shapes in a board book and name them accurately. Construction sets and small world play form part of the daily play provision. Children can access these as they wish from the containers at floor-level. They use the stacking rings to sort in order of size, supported by the childminder, who allows plenty of time for children to work at their own pace. They find well known characters and take them for a ride in an open top car. The childminder supports the play by joining in and commenting on what the children are doing. As a result of the childminder's good quality teaching, children sustain their

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who attend

concentration well and develop their play by following their own ideas. They move freely between the playroom and lounge, choosing what they would like to play with.

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who attend

The childminder provides craft activities including paint, playdough and cornflour paste for children to use creatively and explore for colour and texture. The range and choice of toys and resources offered indoors is good. Children enjoy outdoor play in the garden with a slide, sand and water play. They observe the changing seasons and weather on daily walks to and from school. However, opportunities to use natural materials for open-ended play, and to learn about the natural world at close range are limited. Trips to other childminders allow children to mix socially and they regularly enjoy the library for interactive story and singing sessions.

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

A strength of this childminding setting is the attention given to ensuring that children develop a firm sense of belonging and feelings of safety and security. They demonstrate that they have effective attachments and bonds to the childminder, enabling them to become independent and able to make their needs known. They form friendships and relationships with one another and have the confidence to express themselves and make good progress in their emotional and social development. Children benefit from a consistent approach and develop an understanding of acceptable behaviour. The childminder has thought about behavioural management techniques. She ensures these are appropriate for the ages of the children and discussed with parents, to agree them, in advance.

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

The childminder helps children to begin to acquire the habits for a healthy lifestyle. They have a nutritious diet, and plenty to drink, based on their needs and preferences and with any allergies and intolerances catered for. Healthy snacks and meals are provided as required, or children eat food sent from home, which is stored safely until required. Mealtimes are a relaxed social occasion. The childminder eats with the children and plays background music, the current favourite being an alphabet song, which children join in with. Children's changing food and drink needs are discussed with parents so the childminder stays abreast of their development, ensuring they have a good diet. Children have opportunities for physical play in the childminders garden. Children use wipes or wash their hands after messy play, or when using the bathroom. They are provided with individual towels to prevent the spread of infection and keep them healthy. Minor bumps

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

or falls are treated by the childminder, who maintains her first aid qualification. The details are recorded and signed off by a parent. Similarly, with medication the childminder keeps record and ensures that parents sign it on each occasion. This ensures that there is no risk of accidental over dosing. Risk assessments are carried out on all areas of the home and garden, and for any outings undertaken. The chilminder effectively creates a safe and secure environment for children. They do not open the front door to anyone and follow the simple 'house rules' to keep themselves safe and secure. Children take part in a regular fire drill, so they can respond quickly in the case of a real emergency evacuation. They begin to learn to manage risk and face physical challenge in a safe and controlled way while using playground equipment on trips to the park. The childminder encourages children to try new things while maintaining a strong regard to safety at all times.

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

The childminder develops meaningful links with other early years settings, such as a pre- school or a reception class, attended by children. She can then share important information and keep parents informed of what their child is doing. The childminder can continue with activities to reinforce children's learning while they are still within the early years age range. She helps older children with homework and research. If they use the internet they are carefully supervised to keep them safe from any inappropriate content. Before young children start to attend a pre-school or full time education the childminder talks to them about the changes ahead to allay any anxieties and give them a chance to express how they are feeling. This promotes their emotional well-being and helps create the resilience they need to cope with transitions they will encounter.

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provision

Children's safety and welfare always receive the childminder's full attention. She understands and fully meets the safeguarding and welfare requirements, so she can care for children safely and protect them from harm. The childminder has completed training in regard to child protection and is aware of the signs and symptoms of abuse and neglect. She is confident that she can respond appropriately to any concerns, if necessary making a referral to the appropriate authorities. Parents have access to the safeguarding policy which details her responsibilities and outlines procedures that would be followed. Parents are thereby reassured that their children are in safe hands while being cared for.

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provision

The experienced childminder takes a professional approach to her work and keeps up-to- date with new ideas in the childcare field. She refreshes her knowledge and refines her teaching strategies by reading, talking to other childminders where possible attending courses, both face-to-face and online. She reflects on her practice through self-evaluation and acts on the advice and guidance from the local authority early years development team. The childminder recently attended training in regard to the code of practice for children with special educational needs. She has also developed good links with other agencies. This has inspired her to look further into the benefits of using sign language, with all children, and she is pursuing a course of study to learn this. The childminder is committed to maintaining her high standards and ensures that children's needs remain her top priority. She regularly seeks parents' and children's views both verbally and by way of

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provision

surveys, so that she can respond to their ideas and bring about improvements. She talks informally to parents to find out what children's like to do at home and incorporates their interests into the weekly plan. The childminder fully understands the learning and development requirements and regularly monitors her planning. Children, therefore, remain engaged and excited by the activities they take part in.

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provision

The childminder is very well organised, and maintains all the required records and documentation to support children, to a high standard. She ensures that children have both active and quieter times throughout the day, to allow them to learn through play, and also to rest or sleep as they need. Safety is the main consideration when on the daily school run. Children learn to keep safe both when using the car, or on foot. The childminder helps them learn basic road safety and traffic awareness. By providing a dedicated playroom the childminder creates an environment where children have space to move about freely and can access the resources they need. The toys are stored in labelled boxes for easy identification, aiding children's independence and allowing them to choose freely. By rotating the selection of toys set out before they arrive, children can settle straight away and feel welcomed and able to relax. Parents spoken to during the

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provision

inspection expressed their complete satisfaction and faith in the childminder to care for children and help them in making very good progress in all areas of learning. They enjoy the multiple forms of communication, which keep them very well informed, and feel that they can approach her with any concerns. Overall, children make very good progress in the care of the childminder and start their journey towards the next stage in learning with confidence and high self-esteem.

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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 Requires improvement The provision is not giving children a good standard of early years education and/or there are minor breaches of the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected within twelve months of the date of this inspection. 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

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Grade Judgement Description

the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. 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 EY231058 Local authority Essex Inspection number 819600 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 7

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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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