Reval, Louise Karen

Inspection date

Previous inspection date 20/02/2014 05/03/2009

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early years provision

This inspection: 1 Previous inspection: 2 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

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This provision is outstanding

 All children make exceptionally good progress in all areas of learning because they engage in a broad and balanced range of well-thought out, stimulating and exciting activities and outings. The skilled childminder uses a range of imaginative teaching methods which she knows keep children focused and involved.  Every child's care and welfare is thoroughly considered from the earliest days, so their needs are fully met. Children develop strong and effective emotional attachments and enjoy their time at the childminder's setting, gaining the confidence and independence they need to prepare them for the future.  Safeguarding is given the highest priority so every child is kept safe and free from harm. The partnerships with parents are exceptionally highly valued, which has a positive impact on children's progress and development.  The childminder is extremely well-organised and uses her time, and assistants, well to

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This provision is outstanding

manage a busy workload while maintaining a good work/life balance. She understands how to maximise the time she spends with the children to help them make consistently excellent 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 interacted with children in the playrooms and in the outside area.

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Inspection activities

 The inspector held discussions with the childminder 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, some policies, and children's development profiles.

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Inspection activities

 The inspector took account of the views of parents gathered in advance of the inspection.

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Information about the setting

The childminder was registered in 2007. She lives with her husband, mother-in-law and two children aged 10 years and six years in a house in Jaywick Sands, Essex. The whole of the ground floor is used for childminding and there is an enclosed garden for outside play.

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Information about the setting

The childminder is currently minding 13 children, of whom 11 are within the early years age range. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The childminder is accredited and offers funded sessions for children aged two-, three- and four-years of age. She employs two assistants at certain times.

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Information about the setting

The childminder drives to the local school to take and collect children. She attends the local parent and toddler group, takes children to the library and to the park. The childminder has regular links with other local childminders.

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

 enhance the already excellent programme for outside play by providing more open- ended resources for children to use imaginatively and freely, to further strengthen their creativity and problem solving skills.

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who attend

Children make outstanding progress in all areas of learning. They are exceptionally well- prepared for the next stages in learning, such as starting school. The childminder uses a wide range of imaginative, well-thought out teaching methods to expertly deliver activities designed to stimulate and inspire children to be active learners. For example, children eagerly participate in science experiments, such as making a lava lamp. They combine materials and note the effects, watching and commenting on what they see. The home is well-resourced with toys, books and educational play materials which children can freely access. A 'choosing book' illustrates popular items and enables all children to select an activity they are keen to use. The childminder has an outstanding understanding of how children learn and intuitively balances both adult led and child initiated activities to form a well-paced and seamless day. Children are stimulated, and confident that they can explore

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who attend

their own ideas and stay active, or take time to reflect and recharge their batteries as they need to. The childminder makes excellent use of local facilities and amenities. Children frequently visit the beach, zoo and farm centres. They eagerly recall these outings when viewing the photographs, naming their friends and the animals they have seen. The childminder follows up an outing with related books and craft activities, helping to consolidate children's experiences and knowledge. On woodland or beach walks they gather leaves, shells and other materials to explore further or use in art and craft projects. This successfully taps into children's innate curiosity and sense of intrigue about the world around them. The prime areas are promoted fully through planned, focused activities based on children's interests and stages of development. The children are encouraged to express themselves through language and role play, using the extensive selection of

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who attend

dressing up clothes and role play props, such as dolls and accessories. Children choose books on a visit to the library. These may be to support a topic or theme, such as a festival, or thinking about 'people who help us', or the children's choice of fiction texts. The childminder skilfully shares books with the children, explaining new vocabulary and helping them observe closely and use the illustrations to tell a story. By asking open questions, the childminder encourages children to use their critical thinking skills to describe and discuss elements of the story. Children thus develop a love for literature and return to favourite books again and again. Children spend time out and about each day, either in the garden, walking in nearby woodland or at a community group, such as the library story sessions. The childminder's garden contains a wealth of exciting play opportunities where children can run and move freely, climb and explore the physical play

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who attend

equipment, or seek and observe bugs and wildlife. They plant and cultivate vegetables, learning about life cycles and change and eating the results of their efforts. The childminder ensures that all children can access the outdoor area as she keeps spare clothing and boots for the children, so they are always dressed for the weather. Outside, there is scope to provide more open-ended and natural play, such as with found and natural materials, for children to enhance creative and imaginative play, for example, in a mud kitchen, and strengthen problem solving skills. Appealing mathematical based games help children's knowledge of number and introduce simple calculation. Posters, books and charts reinforce their visual understanding and show numbers and text in different contexts. For example, a colourful 'telling the time' flip book shows how numerals are used in day to day life. Children are well-prepared for meeting these scenarios when they go to

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who attend

By observing children constantly, and meticulously tracking their progress, the childminder knows what each child can do and what they need to do next. Parents are fully included as they are given copies of the progress reports and next steps so they can continue with the learning at home. Parents add their comments to the development profiles and also share information, in daily informal chats, when children arrive and depart. All children have a detailed progress check at age two to highlight any areas in which they may need extra support to reach expected levels of development. These are carefully constructed to give a complete and accurate picture of each child across all the areas of learning. At other times of transition, such as when starting school, a similar assessment is made and passed on to parents to share with the next setting. By maintaining this effective two way flow of information the childminder understands children's home life, interests and hobbies

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who attend

and can factor these into her forward planning.

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

All children demonstrate their sense of belonging and affectionate attachment to the childminder. She works tirelessly to build and maintain excellent relationships with each child and their immediate family, enabling her to provide tailored care and have every child's welfare and emotional well-being as the highest priority. Consequently, children of all ages feel at ease and are able to benefit from being in her care, playing comfortably and developing well. They are emotionally prepared when the time comes to move on, and their independence in self-care matters promoted well. For example, children learn to manage their own clothing with zips and buttons, and to fasten their shoes: they enthusiastically demonstrate this without prompting. By making these things fun, children learn to manage their own needs confidently and without undue stress.

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

Parents look to the childminder for support and occasional guidance in child care related matters, such as behaviour management, weaning and potty training. The childminder willingly engages with parents on these aspects as part of the overall package of childcare and support she can offer. Responses to questionnaires and spontaneous cards and letters of appreciation show that parents are overwhelmingly highly satisfied with the quality of care their children receive and that they appreciate her approachability and the flexible care they are offered. This enables them to work, or have respite from the children when required, reassured that their children are safe, well cared for and happy. At busy times the childminder works with an assistant, ensuring children always have a trusted and known adult to turn to for support.

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

Children show that they feel 'at home' and settled in the childminder's very competent care. They behave exceptionally well, knowing what is expected of them because the childminder follows simple, and consistently applied 'rules'. For example, she listens to children and they in turn listen to her and respond positively. They take pride in their surroundings and help to tidy up what they have been doing before getting out something else. Children are polite and show that they are developing good table manners as they eat and drink. Children's dietary and health needs are well considered at all times. By ensuring she has up-to-date details of children's medical and dietary needs, the childminder is able to promote their good health. Snacks and meals are prepared by the childminder from fresh and wholesome ingredients, so children learn about healthy eating and receive adequate nutrition, tailored to their needs and preferences. Children develop

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

good habits and build up routines which promote their self-care. Those that are able to independently use the bathroom and wash their hands do so. Support is provided for younger and/or less able children so they feel secure and stay comfortable. Minor accidents are attended to with simple first aid, and written consent is in place should children require outside medical attention or hospital treatment, so they can be treated without delay. Medication, if administered, is recorded and signed off by parents, so children are protected from any accidental overdosing. The home is child friendly and carefully assessed on a daily basis, so any hazards are swiftly dealt with. This ensures a safe and secure environment for children, indoors and in the garden. Clear and consistently followed procedures for safe travel in the childminder's vehicle, and when walking, keep children safe and teach them how to look after themselves.

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provision

Child protection is paramount and the childminder demonstrates her responsibility and commitment to safeguarding by immediately responding to concerns and seeking help when she deems it appropriate to do so. She also notifies Ofsted of matters, such as changes to the people caring for children. The childminder keeps abreast of changes in legislation and refreshes her knowledge by attending and updating her training, including safeguarding, on a regular basis. Parents see and acknowledge the safeguarding policy and procedures, so they are fully aware of the childminder's approach and responsibility. All aspects of safety and security are exceptionally well-considered and contribute positively to the children's safe care and child-friendly environment. All adults with whom children may come into contact are vetted and checked to ensure their suitability, and to protect children. The childminder has initiated supervision and monitoring of her

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provision

assistants, so that they can offer the same high standards of care and education to the children, and pursue their own professional development if they so wish.

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provision

The childminder shows exceptional dedication and professionalism in her practice. She is highly organised and manages her busy workload well. The childminder values training as her main avenue for professional development. She helps to organise and attends, weekly sessions with other local childminders, guest speakers and advisory persons from the local authority. They cover a broad spectrum of topics including diversity, play and learning and partnership working. She has pursued excellence and achieved accreditation which enables her to offer funded sessions of high quality care and education for children aged two, three and four years. She tirelessly seeks ways to extend and improve what she offers children and is intuitively caring, bubbly and warm towards children in her care. By developing a reflective approach, the childminder successfully pinpoints areas for development and where she can introduce improvements. She is forward looking and

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provision

proactive. She seeks out and presents new ideas and activities, and takes full advantage of the many locally organised fun days and activities available. Children enjoy such diverse experiences as circus skills, streetdance, football coaching and craft workshops. These are linked to seasonal themes and festivals, and give children an outstanding window on the wider world around them. The educational programme is enriched and provides children with challenge and hugely stimulating experiences as they visit different locations. Each outing is well-planned, risk assessed and thought through, to maximise the children's learning and keep up the fun and play.

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provision

Parents are unfailingly positive in their praise and gratitude for the childminder's care of their children. By building a strong and effective relationship from the earliest days, and maintaining regular, open communication, children's excellent care is secured. Given their starting points, which are assessed by the childminder, they make exceptional progress and gain the skills and positive attitudes they need to continue learning well. The childminder has personal experience of caring for children with special educational needs; she has a bank of information, resources and skills she can call upon if required. When children attend other early years settings, the childminder initiates a sharing of information to ensure complete continuity of care and ensure that parents are fully informed.

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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 EY367345 Local authority Essex Inspection number 951522 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 Number of children on roll 13

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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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