Childminder, Out-of school day care in Essex

Inspection date

Previous inspection date 28/11/2013 24/02/2012

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early years provision

This inspection: 2 Previous inspection: Met 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

 Teaching is good because the childminder knows the children well and plans a broad range of activities matched to their individual needs, to enable them to successfully make good progress.  Children have strong attachments to the childminder, which effectively supports their emotional well-being and helps them feel secure.  Children remain healthy and safe as the childminder has an effective understanding of safeguarding issues and her responsibility to promote children's welfare.  Children benefit because the childminder is motivated and shows a positive attitude towards developing her practice.

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It is not yet outstanding because

 There is scope to promote further the already good ongoing dialogue with parents, to ensure that all children benefit consistently from a shared understanding and common approach to supporting their progress.

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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 conducted a tour of the premises.  The inspector carried out a joint observation with the childminder.  The inspector held discussions with the childminder and children.

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Inspection activities

 The inspector viewed a sample of the activity planning and the children's development records.

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Inspection activities

 The inspector saw evidence of suitability and qualifications of the childminder, self- evaluation, risk assessment, policies and procedures and other documentation in relation to health and safety checks.

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Inspection activities

 The inspector took account of the views of parents from references obtained by the childminder.

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Information about the setting

The childminder was registered in 2001 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her two children aged 12 and 13 years. They live in a house in Witham, Essex. The whole of the ground floor and the rear garden are used for childminding.

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Information about the setting

The childminder attends toddler groups on a regular basis. She collects children from the local schools and pre-schools. There are currently nine children on roll, of whom four children are in the early years age group, and they attend for a variety of sessions. The childminder works all year round from 7am to 6pm, Monday to Friday, except 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 the ongoing dialogue and regular sharing of two-way observations of learning with parents and use this shared knowledge and understanding to plan together and think through ideas of how to move each child forward.

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who attend

The childminder has a good knowledge of the Statutory framework for the Early Years Foundation Stage and provides challenging experiences across all areas of learning. For younger children, her strong focus on the prime areas of learning ensures that they are making good progress towards the early learning goals. The childminder undertakes effective observations and assessments on children that enables her to plan for their individual needs. She uses her good knowledge of how children learn, combined with her training and childcare experience, to match the stimulating activities to children's interest and identified next steps. This means that all children are working comfortably within the typical range of development expected for their age and stage of development. The childminder has a clear understanding of her responsibilities relating to the required progress check when children reach the age of two. The paperwork is in place ready for

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who attend

The childminder provides very interesting activities that encourage children to become confident learners who spend their time productively. The designated play room is equipped with a stimulating variety of resources. An understanding of colours, numbers and counting is incorporated into the daily routine. The learning programme for communication and language is effective and supports the development of children's listening, speaking and language skills. The childminder shares the fun of discovering language with very young children through reading stories, which encourages them to gain confidence when practising new words. For example, they proudly point out the animals they recognise and demonstrate they know the different parts of their face and body. The childminder recognises when children are absorbed in play and when the opportunity arises, she joins them to enhance their play and learning. She skilfully extends

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who attend

children's thinking as she asks them questions, using words such as 'where' 'how?' and 'why?', as they play. Consequently, children are building their vocabulary and understanding as they play and delight in the activities provided. Stimulating outings are also organised in the vicinity to develop children's knowledge and understanding of the world and love of animals. For example, children visit parks and nature reserves to feed the ducks.

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who attend

Children successfully develop the skills and attitudes they need in readiness for starting school. They become adept at putting on their coats and shoes and each day the childminder organises a circle time so children can share their news. They also become confident about future transitions as they have time every day to play in the local school playground. The childminder works closely with parents and has some successful strategies for involving them in their children's learning. From the beginning, she obtains good quality information regarding what the child can do to assess their starting points and enable her to plan effectively for their future learning. Parents are able to view the their children's development records at any time. However, the childminder is not consistently extending and consolidating children's learning by linking with parents to plan together, and in particular to identify ideas of how to move their child forward. This means

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who attend

that the progress made by children is not always fully maximised.

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

Children are very happy and have developed a warm relationship with the childminder. She makes them feel at ease and interaction is lively and friendly as she joins in their play. Plenty of cuddles are offered so that young children feel emotionally secure. There are also good settling-in procedures to ensure that new children develop a sense of belonging. The childminder invites parents to bring children to visit several times and then gradually extend their time with her. This means the childminder gets to know the children and families well and plenty of information is shared about children's care routines. Children gain confidence because they bring comforters as their links from home. Regular visits to local toddler groups also allow children the opportunity to play with other children and develop friendships, which helps them to be ready for their next stage in learning.

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

Children flourish and thrive because they have a strong introduction to a healthy lifestyle. The childminder has a very good understanding about allergies and special dietary requirements and ensures that menus are nutritious and cater for all children's needs. Children follow good hygiene routines when cleaning their hands and nappy changing is sensitively and hygienically undertaken. Fresh air and exercise is part of the daily routine. Children have ample space to move freely indoors, they go on frequent walks in the vicinity and use a variety of apparatus to develop their physical skills at local parks. The childminder has clear expectations about children's behaviour. Plenty of praise and encouragement is given to acknowledge children's good attempts and accomplishments and this raises confidence and self-esteem. Children behave well as they are encouraged to learn simple house rules. They learn to take care of the books and are eager to help

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

when tidying up. The childminder gently reminds children about potential dangers, when they climb onto chairs to reach the items that fascinate them on the higher shelves of the bookcase. Young children are encouraged to be independent and learn to feed themselves. Their drinking cups remain within their eyesight, so they can help themselves to a drink whenever they feel thirsty. Children's safety is given a high priority and the childminder tests her fire alarms and has devised and practised procedures so that children can learn to swiftly evacuate the premises in an emergency.

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provision

The childminder organises her daily routine effectively and ensures that children receive plenty of attention and support. All the essential documents to support the efficient and safe management of the childminding service are in place. There are clear policies and procedures to safeguard children. The childminder has a good understanding of her responsibilities for protecting children from harm and knows the steps to take if she has concerns about their welfare. She ensures that children are only supervised by adults who have completed the relevant background checks. High standards of cleanliness and effective safety measures are maintained throughout the play environment. The childminder is vigilant about the security of the children and monitors visitors to the premises. Risk assessment is undertaken regarding any outings. The childminder has effective contingency arrangements and has a back-up childminder in place to support her

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provision

The childminder has a very positive attitude towards the further development of her childminding service. Her many strengths are recorded on her self-evaluation and plans for the future effectively ensures that outcomes for children continuously improve. The childminder has recently completed a foundation degree and also attends frequent training events to keep updated on childcare issues and trends. This has enhanced her knowledge of child development and how young children learn. The childminder also carefully tracks and monitors the children's development and her practice to ensure there are no gaps in learning. Consequently, her quality of teaching is given high priority to support children's overall learning and development.

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provision

The childminder successfully works in partnership with parents to understand children's needs and ensure there are appropriate links with home. Parents are given copies of the policies and clear contracts are provided that detail the business arrangements. Comprehensive consent agreements ensure that the childminders day-to-day practice reflects parents' wishes. Parents are kept fully informed of their children's experiences through verbal feedback and observations supported by photographs of children enjoying the activities. The childminder obtains the views of parents to develop her service. They say they are extremely impressed with the activities the childminder provides and notice the rapid improvements in their children's development. The childminder has good relationships with other early years professionals, including links with the nearby children's centre. She meets regularly with other childminders and has developed partnerships with

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provision

early years teachers to ensure children have a smooth transition when they start school and consistency in care and learning is effectively maintained.

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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 590273 Local authority Essex Inspection number 817341 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 9

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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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