Childminder in Essex

Inspection date

Previous inspection date 20/11/2013 04/02/2013

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early years provision

This inspection: 2 Previous inspection: 4 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 children are happy, settled and make good progress because the childminder teaches them well and has a good understanding of their levels of development. Therefore, they leave the setting for school with a broad range of skills.  The childminder implements effective systems to include parents and professionals to maintain continuity in children's developmental progress.  The children benefit from attending a range of community settings to broaden their learning experiences.  The childminder plans activities carefully and these extend children's learning well.

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It is not yet outstanding because

 The childminder misses opportunities to extend children's role play experiences, which means children are not consistently able to access props as and when they choose.  The childminder does not consistently organise mark making and drawing materials so that children of all ages can select these at any time. This slightly reduces opportunities to promote their early writing skills.

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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 the areas of the home used for childminding purposes.

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Inspection activities

 The inspector observed the interaction of the childminder with the children both indoors and outdoors.

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Inspection activities

 The inspector observed documentation maintained by the childminder to support children's learning and welfare.

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Inspection activities

 The inspector observed the range of resources and equipment for children's use indoors and outdoors.

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Inspection activities

 The inspector viewed the systems used to exchange information with parents and engage them in their child's development.

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Information about the setting

The childminder registered in 2005. She lives with her adult aged son in Chingford, within the London Borough of Waltham Forest. Children have access to the whole of the ground floor. There is a garden for outdoor play.

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Information about the setting

The childminder has four children in the early years age group attending on both a part- time and full-time basis. The child minder also provides care for children attending school. The childminder is registered on the Early Years Register and both parts of the Childcare Register. She is registered to work with an assistant. The childminder walks to and from the local school and nursery, to drop off and collect children.

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

 increase children's ability to freely select role play materials in a variety of situations

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

 extend the opportunities for children of all ages to use a broad range of early writing and mark making resources.

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who attend

The childminder has a good understanding of the Statutory Framework for the Early Years Foundation Stage and applies her knowledge well. Therefore, she helps children make good progress in all areas of learning. The children learn to develop a broad range of skills as the childminder provides a variety of activities, which are challenging but achievable. The childminder adapts activities and provides resources to reflect the different ages of children, yet allows for the children to play alongside each other. For example, in the garden children have different size vehicles to use to move around the garden. The children make good progress as the daily planning of activities is stimulating, allows for children to play indoors or in the garden, attend community groups and the local environment. The childminder ensures her systems of assessment are used to promote children's ongoing development and identify where they need further support. As a result,

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who attend

children are eager to learn and they develop a positive attitude to learning because the activities are based on their interests. For example, the childminder knows what children are learning at nursery and extends this into her setting as well. This means she continues to support children's current learning and interests.

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who attend

Children play with a high level of curiosity and energy. They enjoy being outdoors, exploring the wide range of resources for large physical play and explore the garden for the bugs that are encouraged to thrive in the woody area. In addition, they explore the impact of the weather as the wind blows the streamers around and identify with what protective clothing to wear for the garden. The childminder enhances their play and learning through effective and skilful interactions. She ensures that all children receive her attention and she engages with them at their own level. The children welcome her for cuddles and her company. Children develop their creative skills and imaginations, for instance, as they enjoy caring for their doll or creating rockets using recycled bottles. However, the childminder does not consistently extend children's imaginative play further. For example, she does not always organise role play props to allow children to select them

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who attend

The childminder supports children who are bilingual and she is familiar about the use of key words. The childminder extends children's vocabulary well overall, with the use of descriptive words. In addition, she notes when children confidently use new words in their speech. The range of books on offer is of good quality and all ages enjoy selecting books on their own. The children also visit the local book library, which extends their interest in books further. Children watch the childminder as she shows young infants to use the chalk to draw with outdoors. Indoors, older children use pens to create patterns using shapes. However, the childminder does not routinely make mark making resources easily available to children, which slightly reduces opportunities for them to develop their early writing skills. Children learn about their environment as they take walks to the local forest to gather autumn leaves and other natural objects. Young infants explore the texture of

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who attend

bark, whilst older children scrunch up the dried leaves. The children develop their mathematical awareness. For example, they identify numbers on display and count out how many plates and cups are needed for the number of children having snacks. The childminder gives children time to work out such challenges and also time for them to order their responses. The children have great respect for each other; they are close in their relationships and take on roles to assist each other. For example, older children help to put younger children's coats on or invite them to play in their activities.

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who attend

The childminder has made significant improvements to encourage parents to play an active role in their children's progress and learning. She shares details of children's well- being, learning and development with parents on a daily basis and uses various methods of communication. This helps to promote an effective, joint approach to promoting children's learning and development.

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

Children develop independence because the childminder organises the home to be safe and secure, where children can choose most resources within easy reach. They are also encouraged to take on tasks, such as assisting to lay the table for meals and snacks, or to help clear up. The children benefit from the reminders the childminder provides to the children of how to keep themselves safe. For example, she reminds children of the danger of eating and talking at the same time, which teaches them about the dangers of choking. Children show respect for each other and, in the main, play in harmony. There are minor issues over sharing, which the childminder helps the children to resolve positively. The childminder is approachable and has a caring disposition, which contributes to children feeling emotionally secure in her care. She praises children for their achievements and gives them recognition as they develop new skills and play well with each other. This

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

encourages them to listen and enhances their pleasure in their achievements. The childminder provides children with resources that promote inclusion and help them learn about diversity. The range of pictures on display, dolls and books promotes the value of each child as an individual.

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

The childminder provides children with a healthy, balanced diet. At snack time, they share a variety of fresh fruit, such as grapes and bananas, with bread sticks. At lunchtime, they enjoy cooked meals, sandwiches and food they may also help to prepare and cook, for example pizza or fruit kebabs. By providing children with a wide variety of food, the childminder helps them learn to make healthy choices from an early age. The children benefit from daily outdoor activities, which supports children's health and well-being. Children are eager to get their boots on and run out into the garden. This means that children have good opportunities to begin to adopt healthy lifestyles. Children rest according to their needs, using age appropriate equipment, such as a travel cot or their pushchair if this is preferred.

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

Children develop a good range of skills, which help to promote their understanding of effective hygiene practices. For example, the bathroom is organised well for the children to become independent in addressing their own needs. The childminder ensures she maintains a routine with reminders for children to develop an understanding of keeping healthy. She facilitates the smooth transition for children from her setting to nursery and school. She demonstrates a good understanding of the importance of how to handle this with regular exchanges of information to ensure children settle quickly. This helps her to provide children with continuity of care

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provision

The childminder fully demonstrates her responsibilities in relation to safeguarding children. She is aware of the procedures to take should she have concerns about a child's welfare. She has taken steps to notify Ofsted of changes to persons living in her home, to ensure suitability checks are undertaken. The childminder is aware of what to do if children have accidents in her care, as she is trained in current first aid. She follows effective procedures for recording accidents, administering medication, recording children's attendance and maintaining all required documentation. The childminder has written risk assessments in place, which help to ensure that children play in a safe and secure environment and take part in outings safely.

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provision

The childminder delivers purposeful and stimulating activities across all areas of learning in order for children to progress towards the early learning goals. She has a very good understanding of children's current stages of development and assesses children's progress to promote each child's next steps in learning. She provides parents with a range of development records, assessments, a daily diary, weekend book, and photographs. This is to reflect what their child engages in and the opportunity for parents to also make a contribution. Her communication ensures she has regular updates about what the children have been doing at home in order to support progression in their learning and development.

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provision

The childminder has strived to improve her service effectively since the last inspection. She has ensured she has fully addressed previous actions and recommendations. This has improved parental partnerships and ensured that ratios are met. She has built on her practice for promoting the care needs of young infants and addressing reflective practice robustly. She has ensured she collates parental feedback throughout the year and welcomes the support of her local authority advisor. She uses the Ofsted self-evaluation form and has attended a broad range of relevant training. These actions taken have improved the quality of provision and outcomes for the children, both in their learning and welfare. The childminder shows a firm commitment to build on her knowledge and practice. She is aware of her responsibilities in relation to working with other professionals involved with the children in her care, and therefore, meets children's individual needs

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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 EY303148 Local authority Waltham Forest Inspection number 911550 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 4

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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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