Childminder in Essex

Inspection date

Previous inspection date 09/10/2013 08/03/2011

p.1

early years provision

This inspection: 1 Previous inspection: 1 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 1 The effectiveness of the leadership and management of the early years provision 1

p.1

This provision is outstanding

 Children's progress is outstanding across all areas of learning because they engage in an extensive range of planned, purposeful play and activities which excite and enthuse their sense of curiosity and imagination.  Children's need for security, emotional development and social skills are well- understood by the childminder: as a result, they form highly effective attachments and relationships with one another and the adults caring for them.  The childminder's highly professional and dedicated approach means that she is exceptionally well-organised and efficient in fulfilling her responsibilities to all families and children. She fully understands how to meet all requirements and keeps up-to-date with changes. Plans for the future are well-targeted to continuously improve the quality of care and 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 interacted with children in the playrooms and in the outside area, and during routines such as milk time.  The inspector held discussions with the provider and her assistants.

p.2

Inspection activities

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

p.2

Inspection activities

 The inspector took account of the views of parents spoken to during the inspection and on written surveys and questionnaires.

p.2

Information about the setting

The childminder was registered in 2002. She lives with her husband and two daughters aged 15 and 16 years, in Rayleigh, Essex. The whole of the childminder's house is used for childminding purposes and there is an enclosed garden for outside play. The family have two pet guinea pigs.

p.3

Information about the setting

The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She works with two assistants at certain times. She is currently minding a total of 28 children of whom 18 are in the early years age range. Children are cared for on a full and part-time basis. The childminder takes and collects children from local schools. The childminder supports children with special educational needs and/or disabilities.

p.3

Information about the setting

The childminder is a member of an approved childminding network and is accredited to receive education funding for children aged two-, three- and four-years-old. She holds a National Vocational Qualification at Level 4 in Children's Care, Learning and Development and 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:

 consider introducing alternative forms of communication, such as sign language, to enrich children's development.

p.3

who attend

Children attending the childminder's 'pre-school' style sessions make outstanding progress towards the early learning goals. They develop the skills and attitudes they need to be ready for the next stage in their learning. For example, for the main part of the session, children independently choose what they want to play with from the range of resources available. They are able to follow their own interests as the childminder and her assistants plan activities based on what they know children enjoy doing. Their expert knowledge of how to help children learn, ensures that all children make progress and are fully challenged to try new things.

p.3

who attend

Children develop their communication skills as adults speak to them and ask open-ended questions, giving children time to answer. Books and stories, singing and rhymes are all built into the educational programme to encourage vocabulary and a love of literature, as well as to develop children's imagination and curiosity. Labelling on boxes and around the rooms, shows children the uses of print in different contexts and aid early reading development. Children with limited speaking ability particularly benefit from the pictorial cues which enable them to ask for or seek out resources that they would like. Currently, although staff use gesture and facial expression to aid communication with children, sign language is not fully utilised as an alternative for non-verbal children: this could enhance the already high quality of learning in this area of development. Children learn sounds and begin to understand the links between letters and sounds. They enthusiastically point out

p.3

who attend

their initial letter, or that of their friend's name, when they spot it in another context. Those who show readiness can write their names or other words using pens and pencils, or chalk. Again, this is an essential skill they will need for the future. Children's emergent writing is displayed and celebrated, helping them glow with pride as they show it to visitors.

p.4

who attend

Children enjoy well-planned small group activities, such as experiments with different materials, to explore how things change and what properties they have. They make a volcano from baking powder and vinegar, find out which things float and which sink, and combine ingredients to make dough which they use to make models for baking and decorating later. This helps them become curious in the world around them, ask questions and try things out for themselves.

p.4

who attend

In the garden, children use the different areas to find out about mini-beasts, plants, weather and the seasons. A mini-topic about spiders encourages them to look for spiders, spider webs and find stories featuring spiders. They explore making a web with jelly and straws. They use the greenhouse to pot up plants and seeds, and grow some fruit and vegetables to eat. Feeding and caring for the guinea pigs, and observing their habits gives an understanding of life cycles and how they need to care for living things. One child uses seedling trays to bring make-believe chocolate and strawberry cupcakes to the childminder and her assistant, who readily enter into his fantasy game. Other children create imaginative games in the playhouse, or ride a selection of bikes and wheeled toys, manoeuvring them skilfully and developing control over their own movements. When it is too wet or cold to enjoy long sessions outside, a parachute provides alternative physical

p.4

who attend

play in the large marquee extension to the house.

p.4

who attend

Small world play with various castles, houses and farms allows children to develop imaginary scenarios as they move the animal and people figures and vehicles around. They become engrossed and enact various games such as hospitals, schools and fantasy play. A kitchen and props inspires a young child to cook some dinner, which the child offers to the adults. The child tells them 'You can use your fingers' when the child cannot find a fork or spoon. The child is thinking creatively and solving problems through simple play with familiar items.

p.4

who attend

A selection of natural materials and items, such as cones, pebbles, shells and driftwood is made available for children to explore and handle freely. These open-ended resources intrigue children and allow them to compare textures and features, and think about where things come from. Resources for modelling using recycled materials give children opportunities to design and make things following their own ideas. The childminder recognises the value of these resources alongside the commercial and man-made toys and games that children are familiar with and successfully uses them to maintain diversity and variety within her play and learning environment.

p.4

who attend

Mathematical development is threaded throughout other activities as children count, compare, select shapes for modelling and fill and empty containers with sand, water and other flowing materials. Number lines are displayed to help them with number recognition, and puzzles enable children to explore colour, shape and matching. Routines too, such as snack time, incorporate maths as children work out how many plates, cups and other items are needed for the children sitting at the table.

p.5

who attend

Examples of children's creative work are displayed on walls and other surfaces, showing that their work is valued. An art folder accompanies the development profile so children can recall what they have done when sharing this with their families. They explore colour and texture as they create collages, cards, paintings and prints.

p.5

who attend

The childminder constantly observes and records what she sees children doing, and compiles a development profile which she shares with parents. By using children's words to describe what they have done, the observations are brought to life. She includes next steps for children's learning and ideas for what parents can do at home to continue the learning. Regular reports are used as the basis for more formal discussions and in the case of children with any special educational needs are a time to review their individual plans and progress. Children aged two years have a progress check to ensure they are on track with expected levels of development and to allow for any extra support to be made available if they are falling behind in any particular areas.

p.5

who attend

Photograph displays show children taking part in a Christmas production and other special events throughout the year, again, children enjoy recalling the events and spotting themselves and their friends as they look at the displays and show them to visitors.

p.5

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

This is a real strength of this outstanding setting. The childminder has exceptionally well- developed systems for introducing new children into her setting and ensuring that they are very well-settled and comfortable before being left to stay by themselves. Children settle quickly and become confident in the care of the childminder and her assistants. They form strong, close emotional attachments, which give them the confidence to explore and engage with their surroundings. All information about the child, including their health and medical needs, family circumstances and any other care arrangements, such as, childminders and grandparents, are gathered and recorded in a file. This enables her to tailor the care uniquely and stay abreast of children's developing needs. Sessions are run along the lines of a pre-school, so children see the same faces every day and are dropped off and collected at set times. All children cared for are aged two and above, and in

p.5

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

Children are effectively emotionally prepared for transitions and changes: they become used to sharing the attention of the childminder with other children, and thereby taking turns, and develop resilience and an understanding of acceptable behaviour as they understand the simple and consistently applied 'house rules'. Competence in self-care develops as children gain independence in feeding themselves and using the bathroom, sensitively supported by the childminder. Some of the younger children also accompany they childminder when she collects older children from school, so they are familiar with the environment and some of the routines. Links are made for children who attend other early years settings, or who are collected by a different childminder, to ensure that information is shared for continuity of care.

p.5

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

Children enjoy snacks and meals according to their needs and dietary requirements. Fruit, milk and healthy nutritious options help them learn about what is good for them. They generally bring packed lunches and sit in a social group with other children and the adults, learning social skills and good table behaviour. Every child has an individual hand towel to enable them to encourage good hygiene routines from an early age. The childminder and assistants are trained in first aid and can treat minor injuries and mishaps, recording these in detail so that parents know what has happened, when, and how and by whom they are treated. Any child requiring medication has the dose recorded and again detail added so parents are aware. Children who are unwell are kept comfortable and sent home as soon as possible: the childminder's policy is very clear on this and on the exclusion periods for various infectious conditions. In this way, children are kept healthy and do not risk cross

p.6

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

Children's good health is further promoted by ensuring they have access to outdoor play daily. Children can go outside when they wish and have a supply of boots and protective clothing if they have forgotten their own, so nobody misses out. Equally, in hot weather, children know that they must wear a hat and suncream to protect them. Their individual drinks are accessible in identifiable cups at all times so there is no risk of them becoming dehydrated.

p.6

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

Children learn what is acceptable and desirable behaviour as a consistent approach is followed by all the adults caring for them. To aid children's understanding of taking turns with popular items, a timer is used. Children clearly know that this means that they can share toys because everyone who wants a turn will get one. This is particularly useful for children who are less able to express themselves through words alone. Equally, there is an understanding that children must learn to solve some disputes and problems by themselves and the adults facilitate and mediate where deemed necessary but do not always take over.

p.6

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

One aspect of the highly effective partnership with parents is established as daily routines, including food and drink, sleep patterns and nappy changes are carefully recorded in a communications book. In this way, parents are very well-informed about their child's care and can add comments and share information. The two year old checks, individual education plans and termly reports and a progress train on all children are given to parents, health visitors, joint settings and any other professionals involved with the child or family. These forms have a feedback section for parents and professionals to comment on. Frequent open days ensure parents are invited to attend to meet their child’s key person and look at their children’s progress reports and art folders. Children learn to face challenge and manage risk in a safe and controlled way while using the garden equipment, or at the park. The childminder is encouraging while having regard

p.6

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

to safety at all times. Risk assessments are thorough and highly effective in creating a safe and secure environment and full consideration is given to safe travel, and teaching children how to keep themselves safe when out and about, whether in a car or on foot.

p.7

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

The childminder has many years of experience in partnership working with outside agencies. She is aware of how she can seek support and work with parents and other professionals to help all children who need additional support to make progress, and is knowledgeable about a range of children's special educational and emotional needs. She works tirelessly to support parents in accessing help and support from many sources, including the local children's centres, health visitors, speech therapists and other professionals. Because of this, children with special educational needs thrive and make exceptional progress alongside all other children in the setting. Parents report that they value the childminder's involvement and feel empowered and able to pursue help further than they could alone. They also appreciate her ideas and strategies for managing home routines and behaviour, for those children who have extra difficulty in understanding.

p.7

provision

The childminder has an excellent understanding of the safeguarding and welfare requirements, which enables her to care for children safely and have regard to their welfare. She has completed many courses of training in child protection to enable her to respond appropriately to any concerns and is completely confident in taking concerns to the appropriate authority where children may be at risk of harm or neglect. Her policy explains her responsibilities in detail and outlines the procedures that are followed, so parents can be reassured that their children are consistently well-cared for. Children's safety and welfare have the highest priority and the childminder strives at all times to put children's needs first. All assistants complete an induction process, which includes child protection and safeguarding training, and are confident and able to respond to concerns in their own right.

p.7

provision

The childminder is very experienced and she is passionate about her work. She constantly evaluates and reflects on her practice to continue to consider her future development. The childminder seeks knowledge and new ideas in the field of child care and child development constantly by researching, reading, attending a wide range of courses and exchanging ideas with other childminders. Her dedication and commitment to maintaining the highest possible standards ensure that children's needs remain her top priority. By seeking and analysing the views of parents and the older children who attend she is able to respond to and incorporate their ideas to bring about improvements. The younger children can express their ideas at circle times and when grouped together, for example at milk time.

p.7

provision

While the selection of resources is vast, and successfully covers all areas of learning for children, the childminder will always seek out and provide further resources to enhance the care, play and learning. For example, she is considering a mobile washstand to enable children to independently wash their hands when they are preparing to eat, or after messy or garden play. The innovative storage and presentation of resources is designed to maximise children's understanding of a given topic and create a stimulating learning environment which encourages active learning. For example, if a box is labelled 'dinosaurs', it will contain models, soft toys, books, pictures and information cards so that children have a rounded experience and can choose which elements they would like to explore.

p.7

provision

The childminder demonstrates her excellent organisational skills and professional approach to managing a busy week. She plans the day's events well, incorporating active and quieter times, outings and routine events including delivering and collecting children to and from school. She has several backup assistants who can help in times of emergencies or if she is delayed at school pick up time, so no child is ever left waiting. After every session she discusses what went well and what they might want to do next so the assistants are fully included in planning for the children. Frequent, informative and well- produced newsletters tell parents what the children are learning and how they can support them at home. Notice boards in the entrance lobby and within the setting contain a wealth of information and leaflets covering many aspects of child care related matters and interesting activities in the local area. This again demonstrates the childminder's

p.8

provision

commitment to providing the children and families with a fully rounded early education and care experience.

p.8

provision

Discussion with the childminder, her assistants and many parents, and observation of practice on the day of inspection demonstrated an excellent understanding of how to keep children safe and secure at the busy end of session and handover time. The usual routine is for parents to wait at the door when they come to collect children. This is due to the narrow space between the playrooms and the front door, and in order to keep children safe the childminder takes children to the door when she knows who is there to collect. A password is used when someone other than a parent is collecting so children never leave with anyone unknown. Parents know that they can come in and see the children in the care space at any time, and chat to the childminder or assistants if they wish to discuss anything about their child. Usually, in the mornings, parents come in and settle their child before saying goodbye.

p.8

provision

Parents report their complete satisfaction and high levels of confidence in the childminding arrangements. Parents say they chose the childminder for her unique, caring approach and the professional way she operates. A full set of policies and procedures covering all aspects of care are given to every family along with a prospectus which gives the practical information and details of the educational programme followed. They know that their children are in safe hands and are developing well and report that children are eager to attend every day. Good communication ensures a two-way flow of information and ensures that children's needs are managed well. A waiting list demonstrates the popularity of the childminder's service and the high regard she is held in within her local community.

p.8

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.9

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.

p.10

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.

p.10

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.11

Setting details

Unique reference number EY233059 Local authority Essex Inspection number 937017 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 9 Number of children on roll 28

p.11

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.11

Type of provision

For the purposes of this inspection the following definitions apply:

p.11

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.11

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.11

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.12

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.12

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.13

Type of provision

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

p.13