Wheatley, Victoria Emma

Inspection date

Previous inspection date 10/04/2014 06/10/2008

p.1

early years provision

This inspection: 2 Previous inspection: 3 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 shows a high level of commitment to developing her knowledge and improving her skills through training and continual development.  The childminder has effectively used all available support to ensure she is able to provide a highly organised provision, which securely meets all legal requirements.  The childminder nurtures and supports children's individual learning well through observing them to identify their development needs. She plans daily activities and experiences to extend children's learning through their own interests.  The childminder works effectively with parents. She gathers good information for children at admission and continues to exchange information to support her to provide for individual needs.  The childminder ensures children are safe and secure in her care through the use of well written policies and procedures and effective risk assessments for all areas of the

p.1

It is not yet outstanding because

 There is scope to extend the opportunities for children to take part in more freely creative art activities in the childminder's home in order to develop their skills further in expressive arts and design.

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 sitting room and garden.  The inspector observed children with the childminder and discussed their learning.

p.2

Inspection activities

 The inspector held ongoing discussions with the childminder throughout the inspection.  The inspector looked at children's assessment records and planning documentation.

p.2

Inspection activities

 The inspector checked evidence of suitability of all persons living in the home and working with children, the provider's self-evaluation form and improvement plans.

p.2

Inspection activities

 The inspector took account of the views of parents and carers from information including children's records and questionnaires.

p.2

Information about the setting

The childminder was registered in 2008 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 three years in a ground-floor flat. The whole of the flat and the rear garden are used for childminding. The childminder attends a toddler group and activities at the local children's centre. She visits the shops, the park and the beach on a regular basis. She collects children from the local schools and pre-schools. There are currently six children on roll, two of whom are in the early years age group. Children attend for a variety of sessions. The childminder operates all year round from 7am to 7pm, 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 range of art and craft activities available at home that encourage children to be creative through the process of the activity and not focusing on the pre-determined end product.

p.3

who attend

The childminder makes good use of training and support to improve her skills and knowledge. She has actively developed her understanding of the Early Years Foundation Stage and child development. The childminder uses her knowledge and skills to plan and provide activities that support and extend all children's development and carefully prepare children for school or the next stage in their learning. Through secure knowledge of each child the childminder ensures that children make good progress from their individual starting points. Children's interest for learning is nurtured and supported by the childminder's high quality teaching and the enabling environment she provides.

p.3

who attend

The childminder works well with parents and other settings that children attend. She is active in sharing information about children's achievements with parents and in gathering information about learning at home and at other settings. The childminder uses the information gathered to identify children's interests and the learning styles and to plan interesting activities and experiences that support the children's specific individual learning needs and provide them with stimulating activities across all areas of learning.

p.3

who attend

Children have an individual learning journey record that details their starting points and ongoing progress. The childminder identifies children's next steps in learning. She makes good use of daily routines using her skills to provide challenges for children to extend their learning and development. The childminder's interactions with the children effectively support them to develop good language and communication skills. For example, at the play with the treasure basket the childminder talks to the children about the objects, she describes how they look and feel and supports them to experiment and explore the objects. The childminder actively engages with the children, allowing them to lead the play and extending their learning through their own interests. Children play in the garden where there us a hop scotch mat. As the younger children jump on the mat the childminder encourages and supports them to count. The childminder models the counting

p.3

who attend

and the children copy her clearly delighting in their achievements and her praise. This ensures children are highly engaged and find their own ways to extend the activities through free choice. Children have opportunities at visits to local groups to take part in creative art activities. However, the childminder does not always make the best possible use of this type of activity at home. As a result, children do not have enough opportunities to participate in art and craft activities to support their development in expressive arts and design.

p.4

who attend

The childminder provides a well-organised enabling environment that is supported by some good planning of additional experiences and activities outside the home. This ensures that all areas of learning are promoted effectively. Children use the garden every day to practise their physical skills and to explore through play. The childminder provides wet weather clothes so that children can be out in all weathers in the garden, at the park and at the beach. Children play in the garden and the childminder talks with them as they play, encouraging the children to find dolls to take out for a ride in the buggy. The childminder uses the outdoor area well, and provides for children's interests with a wide range of equipment. Children play with water in the garden where they clearly delight in the game and the childminder supports them to use the resources freely. Outdoor learning is extended well, for example, children collect natural resources in the park and at the

p.4

who attend

beach which supports their understanding of the wider world.

p.4

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

The childminder gathers a good variety of information from parents before children start to support them to settle well and feel secure. This ensures that children's cultural, personal and emotional needs are identified and well planned for. Children are happy and confident and clearly feel at home. They have warm nurturing relationships with the childminder that ensure they are able to make their needs known and express their ideas.

p.4

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

The childminder encourages children's independence in line with their stages of development. She uses routines effectively to support children to manage their own personal hygiene and to make choices for themselves. In the bathroom, children are provided with equipment to support their independence, such as a step to reach the sink and their own colour-coded towels. Every day routines include hand washing, to support children to learn good hygiene routines. The childminder provides a good well balanced healthy diet for all children. She ensures they are offered foods, such as fruit and vegetables daily and ensures children have a good variety. Children are provided with drinks throughout the day. The childminder takes the children to community activity groups which supports their social confidence and growing ability to follow group routines. Children behave very well in the setting because the childminder supports them well. She is calm and nurturing and in

p.4

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

turn children develop caring attitudes. The childminder notes that the children are developing an understanding of how others feel. By praising their achievements and providing sensitive care, the childminder is building the children's self-esteem and giving them a clear sense of belonging in her home. The childminder's caring nature is particularly successful in calming children if they become frustrated. She role models well so children are able to gain skills for self control. The childminder risk assesses with care, offering appropriate levels of supervision while encouraging children's independence. This focus on their communication skills, physical, personal, social and emotional development helps them be ready for the next stage in their learning and in life.

p.5

provision

The childminder shows a clear understanding of her responsibilities in meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. She is motivated and very well organised in ensuring all the required records are in place and the necessary systems are developed to keep children safe, protected and supported. She is fully aware of her responsibility to protect children and of potential indicators of abuse or neglect. She has a clearly documented policy and has updated her knowledge by attending training sessions to help her be clear about the local procedures for referrals. The childminder's risk assessments are comprehensive and include a detailed assessment for each outing she does with the children. She checks and records visitors to the home and asks all visitors to leave their mobile phones in a basket by the front door.

p.5

provision

The childminder understands the learning and development requirements and she has developed secure systems to help her monitor children's learning and the progress they make. She completes learning journey records in which she records children's learning and her assessment of their progress. These are effectively shared with parents. This shows that children are progressing well based on their starting points and that any gaps in learning are easily identified and addressed.

p.5

provision

Since registration, the childminder has continued to attend training, ensuring she is continuing her professional development. She has used the guidance from development workers and the training to good effect and has fully addressed the recommendations following her last inspection. The childminder has updated her fire safety practice and procedure to ensure children are well protected in her home. The childminder has provided a wider range of resources and developed a policy for equality of opportunity to ensure children gain a positive image of all people in the community. This shows how well motivated the childminder is to develop her knowledge and skills and continually develop her provision for children. The childminder evaluates her practice suitably through monitoring the activities and using the self-evaluation form to accurately assess her strengths and weaknesses. She uses questionnaires to seek feedback from both parents

p.5

provision

and children. She actively reflects upon what children enjoy and listens to them to ensure their needs and interests are met.

p.6

provision

The childminder works well with parents and she has worked hard to develop her partnerships with other settings that children attend. She makes effective use of the information she gathers from and shares with parents and other settings. The childminder communicates daily with parents and exchanges information with other settings about what activities children are taking part in. This ensures that all parties are well informed of planning for children's learning and are able to contribute to the planning.

p.6

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.6

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.7

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.7

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.8

Setting details

Unique reference number EY366392 Local authority Southend on Sea Inspection number 878530 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 4 Number of children on roll 6

p.8

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.8

Type of provision

For the purposes of this inspection the following definitions apply:

p.8

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.8

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.8

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.9

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.9

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.10

Type of provision

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

p.10