Childminder in Essex

Inspection date

Previous inspection date 04/04/2014 Not Applicable

p.1

early years provision

This inspection: 2 Previous inspection: Not Applicable 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

p.1

This provision is good

 The childminder offers an interesting variety of activities and outings to stimulate young children's learning and development and supports these with a good range of resources.  Children are settled and keen to learn. They have developed close relationships with the childminder and her family.  Children behave well because the childminder manages their behaviour by using positive methods, such as praise to encourage good behaviour.  The childminder takes effective action to minimise potential hazards to children both indoors and on outings, so they play in safety.

p.1

It is not yet outstanding because

 The partnership with parents is not initially maximised. This is because information obtained from parents at this time links more to care needs and so what the child already knows and can do is not maximised to inform planning for individual learning.

p.1

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

p.2

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.

p.2

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.

p.2

Inspection activities

 The inspector observed activities in the childminder's house and talked with the childminder.  The inspector viewed the areas of the premises and garden used for childminding.

p.2

Inspection activities

 The inspector looked at children's assessment records, planning documentation, evidence of suitability of household members, and a range of other documentation, including the safeguarding procedures.

p.2

Information about the setting

The childminder was registered in 2013 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children aged eight and five years. They live in a house in Loughton, Essex. The childminder uses all areas of her home and the rear garden for childminding.

p.3

Information about the setting

She collects children from the local schools and pre-schools. There are currently four children on roll, all of whom are in the early years age group and attend for a variety of sessions. She operates all year round from 8am to 6pm, Monday to Friday, except bank holidays and family holidays. She is a member of the Professional Association for Childcare and Early Years.

p.3

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

 extend the partnership with parents by increasing the initial information obtained from them on what their child already knows and can do so that early planning is fully effective in challenging children to make as much progress as they can.

p.3

who attend

The childminder provides a welcoming environment where children demonstrate they feel happy and enjoy being with her. She knows the children very well and talks in detail about their strengths and areas for further development. Children receive very good attention, have fun and are making good progress. Accurate observations show how children are developing consistently in their expected development bands and are acquiring skills for their next steps in learning. The childminder obtains some information about children's individual needs when they start and provides resources to aid the settling-in process. However, information obtained initially from parents during their child's induction links more to care than to learning. Therefore, the partnership at this time is not fully maximised with regard to working together to plan for learning in accordance with what the child already knows and can do. She is aware of the requirement to provide parents

p.3

who attend

with the Early Years Foundation Stage progress check at age two and completes this where necessary.

p.3

who attend

The childminder's home is welcoming and a hive of activity. There is a good sense of fun in the setting and children enjoy a warm relationship with the childminder. Children show they are settled and they are familiar with the routines in place. They communicate confidently with the childminder and they are able to make their needs known. The childminder promotes effectively children's language development. She communicates and engages with them enthusiastically as they play. She talks to them about what they are doing, questioning children effectively and giving time for them to respond. The childminder shows children how to pronounce some words by responding and repeating what they say in the correct way. For example, she engages children in conversation, as they use construction blocks to build a tower together. The childminder extends children's learning by encouraging them to count during every day routines. Consequently, children

p.3

who attend

develop skills that support their future learning.

p.4

who attend

The childminder provides a varied range of interesting play experiences using 'open- ended' resources that develop their independence, curiosity and encourage them to explore. For example, she ignites their curiosity and follows their lead as they select from a range of items placed in a 'feely bag'. Children giggle with delight as they grasp a balloon filled with rice and thrill at the noise they create as they shake the rice grains back and forth. This successfully promotes their physical skills and supports their active learning. Children make choices as they decide what they want to play with. Resources and activities are easily accessible and children confidently explore their surroundings to initiate their own learning. Children regularly go outdoors where there are further learning opportunities as the childminder recognises that each child has their own preferred learning style. Children choose from an exciting range of play equipment, including balls,

p.4

who attend

hoops and wheeled toys. Children practise a variety of physical skills as they balance, climb and run, encouraged by the childminder who is on hand to monitor safety and offer children support.

p.4

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

Children are happy and settled in the warm and caring family environment. The childminder develops secure attachments with all the children helping them to feel safe and valued in her care. They demonstrate that they are happy in her care as they easily approach her for support and enjoy her relaxed manner. The childminder is a good role model through being happy, calm and kind towards the children and she sets clear house rules and boundaries. This develops children's understanding of right and wrong. The childminder manages behaviour positively through using praise and encouragement and is consistent in her approach. As a result, children's behaviour is very good. The childminder spends time getting to know the children and their families well. Individual children's needs and preferences are met as the childminder gathers and records information from parents about their welfare and care routines. She takes time to give each child individual

p.4

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

attention, so that they feel they are special and valued. They are motivated to learn because the childminder plans well to meet their needs and offers a wide variety of interesting, accessible resources.

p.4

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

Children are encouraged to develop healthy lifestyles because the childminder follows appropriate hygiene procedures and practices that meet their physical, nutritional and healthcare needs. Her guidance and support helps children to become independent in their personal care. Children are learning about the need for good hygiene practices as they routinely wash hands before touching food and after visiting the toilet. Children are offered nutritious snacks and packed lunches, provided by their parents and carers. Clear information regarding children's individual health needs, such as allergies, is obtained and adhered to.

p.4

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

The childminder gives appropriate priority to children's safety and well-being. Her home is safe and secure as she undertakes daily checks and regular risk assessments. Children are kept safe as they practise regular fire drills. This allows the children to learn about what to do in the event of an emergency. The childminder also teaches the children road safety and stranger danger. This enables them to learn how to keep themselves safe and develop skills to underpin their further learning.

p.5

provision

The childminder has an effective knowledge and understanding of the learning requirements of the Early Years Foundation Stage. She successfully monitors the educational programmes to ensure that children make good progress. The childminder is committed to improving her service. Through self-evaluation, she takes into account the views of children and their parents and uses this to reflect on the quality of her provision. The childminder is able to identify areas of strength as well as those that she would like to develop further. She strives to improve her knowledge through accessing relevant training.

p.5

provision

The childminder demonstrates a good understanding of the safeguarding and welfare requirements of the Early Years Foundation Stage. She implements policies and procedures which underpin her service and help ensure the well-being of the children. The childminder shares these with parents so that they understand her responsibilities. She has a clear understanding of safeguarding issues and is aware of the procedures to follow if she was concerned about a child. The childminder understands how to report any concerns to the appropriate agencies. Children are protected further because the childminder carries out daily risk assessments on all areas and resources used by the children.

p.5

provision

Partnerships with parents are strong. She communicates verbally with parents regarding children's welfare and experiences on a daily basis. Parental feedback is positive and reflects gratitude for the care the childminder provides. The childminder is aware of the benefits of sharing information with other early years providers in order to provide continuity of learning for children.

p.5

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

p.5

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

p.6

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.

p.6

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.

p.7

Setting details

Unique reference number EY469270 Local authority Essex Inspection number 939204 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 3 Number of children on roll 4

p.7

Name of provider

Date of previous inspection not applicable

p.7

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.

p.7

Type of provision

For the purposes of this inspection the following definitions apply:

p.7

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.

p.7

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.

p.7

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.

p.8

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,

p.8

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’.

p.9

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.9