Childminder in Thurrock

Inspection date

Previous inspection date 11/04/2014 11/12/2009

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early years provision

This inspection: 2 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 2

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This provision is good

 The childminder continues to make good use of all available training showing she is very well motivated and committed to improving her skills.  The childminder effectively supports her assistant to ensure she is able to work in the very well-organised provision in which children's needs are met.  The childminder gathers a good range of information to ensure she knows children well. This allows her to carefully support children to become active learners who are confident to play and explore.  The childminder works effectively with parents. She exchanges information and shares records and provides a daily feedback sheet for children.  Children clearly thrive in this exceptionally warm and caring environment and the childminder is extensively skilled at supporting and promoting children's emotional development, so they are very well prepared for the next stage in their learning.  Children's safety and security is extensively well supported through good risk

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This provision is good

assessments for the home and outings. As a result, children show a secure sense of belonging in the childminder's home.

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It is not yet outstanding because

 There is scope to enhance the very good monitoring of children's progress so that activities extensively challenge children to help raise their attainment to the highest level.

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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 checked areas of the premises used for childminding and observed activities in the lounge, and garden.

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Inspection activities

 The inspector spoke with the childminder at appropriate times throughout the inspection.

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Inspection activities

 The inspector looked at a selection of documents, including policies and procedures, children's records and parent and children's questionnaires and Ofsted questionnaires

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Inspection activities

 The inspector checked evidence of suitability of adults living and working on the premises, the qualifications of the childminder and training attended, her self- evaluation and safety records.

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Information about the setting

The childminder was registered in 2000 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 18 years and 14 years in Grays, Essex. The childminder holds an early years qualification at level 3 and employs an assistant who is studying for an early years qualification at level 2. The whole of the ground floor of the house, the first floor bathroom and the rear garden are used for childminding. The family has a dog and two pet ferrets.

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Information about the setting

The childminder attends a local groups and activities at the local children's centre. She takes children on regular outings in the local and wider area. She collects children from the local schools and pre-schools. There are currently 14 children on roll, four whom are in the early years age group and attend for a variety of sessions. She 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 and is able to accept funded children aged two to five years. The childminder has experience of caring for children with special educational needs.

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

 consolidate the process to monitor and track the progress of children, so that over time activities extensively challenge children to help raise their attainment to the highest level.

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who attend

The childminder provides a well balanced educational programme for all children in her care. This is effectively supported through good quality of teaching as the childminder and her assistant use their interactions to appropriately support and challenge children at play. Children develop confidence to play and explore and to freely choose from the very wide range of activities and resources. The childminder's planning clearly shows that children's progress is securely supported over all areas of learning. The childminder uses information from parents and other providers, in addition to her own observations, to assess children's levels of development and their characteristics of learning. However, there is scope to enhance the very good monitoring of children's progress so that activities extensively challenge children to help raise their attainment to the highest level. The systems used ensure that all children at whatever stage in their learning are well prepared for the

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who attend

transition onto the next stage either with the childminder or when moving onto pre-school or school. Parents are confident that the childminder can provide well for school readiness and choose to keep their children in the childminder's care up until they transfer to reception class.

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who attend

With her extensive knowledge of the children as individuals the childminder plans and provides activities to engage and interest them and to promote their learning and development. For example, the childminder sets up her enabling environment to allow children to free flow from the garden to the house. She has provided a range of resources in both areas and children can choose whatever resources they need to develop their play and use them where the play is taking place. Children are playing in the garden; where the childminder has provided sand and a variety of tools. The children scoop and pour talking about the actions as they play. The childminder and her assistant talk to the children to extend their language skills and support them to share and take turns. As the children move away from the sand play the childminder supports their independence by encouraging them to choose new activities and resources. Children are able to freely

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who attend

choose from the resources and have the time and space to actively lead and fully develop their play. The childminder helps the children to collect the resources they want to extend their play; together they find the play food to take into the garden. The childminder effectively supports children's physical development by providing a good range of equipment in the garden appropriate for all ages and abilities. The childminder encourages the children to use the equipment safely and creatively and gives supervision appropriate to the children's ages and abilities. This ensures that the children develop good independence and the ability to risk assess for themselves. The childminder makes best use of the extensive garden where the children have areas for different types of play. Children sit to have mid-morning snack in the wooden den where the childminder ensures they can continue to enjoy the fresh air. After snack some of the children enjoy cuddling

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who attend

up with the childminder in the den where they have stories and look at books together supporting them to share in a group activity. The childminder supports the children to set up new activities when they come in from the garden they find the pencils and paper for drawing and delight in making pictures to show to their parents. Children are able to free flow around all the areas as the childminder and her assistant work effectively to support children in each area. The childminder has a photo key ring with pictures of resources that are not readily available so that they can freely choose all resources. Throughout the play both the childminder and her assistant use conversation to talk with the children about the activities. They use open questions to encourage children to develop skills for problem solving and to enable them to think creatively about how they develop their play.

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who attend

The childminder quickly establishes children's starting points using good information from parents and her own observations. She regularly reviews her observations of children's achievements and interests, by revisiting and updating starting points information at the beginning of each term. This ensures she can effectively monitor that children make good progress in all areas of learning. The childminder shares this information and evidence of children's progress with parents and can use it to support her in providing progress checks at age two when necessary.

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who attend

The childminder provides parents with a report every term to keep them up to date with their child's progress. She uses detailed daily feedback sheets which give information about the day's activities and children's achievements and let parents know what sort of day the children have had. There is a section available for parent's comments to support an ongoing exchange of information. The childminder is active in gathering information about children's learning and development with parents and at any other settings children attend to support her in planning for each child. Parents are very positive in their comments about the childminder and the very high standard of care and education the children receive.

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

The childminder's practice in this area is exemplary; she is clearly highly skilled and effective in sensitively supporting and nurturing children's personal, social and emotional development. The childminder has an in-depth knowledge of the children and their families and quickly develops warm and sensitive relationships with the children. When children come into her care the childminder uses her secure systems to find out about them, their home routines and their parent's wishes enabling her to provide very good continuity of care. This gives children an exceptionally strong sense of security and a secure feeling of belonging in the childminder's home. The childminder works effectively to support all children cared for to form secure attachments which allow them to build a strong base. This ensures that children of all abilities are able to develop extensive independence and feel secure to play and explore.

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

The childminder's support ensures that children's high levels of self-control and confidence are continually evident as they move freely and with purpose around the childminder's home. Children free flow around all the play spaces playing independently and with increasing opportunities to manage their own personal care. It is clear that the childminder and her assistant are constantly vigilant observing the children and using their interventions in a highly effective way to support independence for all children. For example, children use the bathroom independently with a minimum of support from the childminder. She ensures that all children have appropriate levels of independence according to their age and ability. She extensively supports children who attend other settings to ensure their transitions into her care support continuity. She works carefully with other childminder's to gather information about supporting children's additional

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

needs. She provides all children with opportunities to practice their skills and the confidence they gain means that they are able to keep trying until they can achieve for themselves. Children learn to behave well, because the childminder gives them clear explanations or examples of what is expected and models positive behaviour.

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

The childminder provides extensive range of good quality resources to support children's learning and development. The exceptionally enabling environment allows children to choose activities and select resources freely. The childminder ensures the children are able to move safely around in the house walking up and down stairs safely and going safely in and out of the garden. Children's safety is carefully supported by the childminder ensuring they are fully aware of procedures such as the fire evacuation. Children regularly practice the drill and the childminder carries this out on different days to ensure all children have a chance to practice.

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

The childminder provides an excellent range of well-balanced healthy meals and snacks and supports parents who provide packed lunches. Children have drinks available that they help themselves to and the childminder talks to the children about healthy eating and making sure they understand about how important a balanced diet is. The childminder is skilfully supporting children's transitions. She has developed close links with local schools and pre-schools and she provides transition reports for parents to share with other setting. She uses her knowledge and understanding of other settings routines and methods to prepare children for future moves to school, especially encouraging their independence, confidence and communication skills.

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provision

The childminder has a secure understanding of her responsibilities in meeting the safeguarding requirements of the Early Years Foundation Stage. All adult members of the household and the childminder's assistant have appropriate checks regarding their suitability and the childminder has completed safeguarding training. She ensures that both she and her assistant have a secure awareness of child protection issues and she has developed a comprehensive safeguarding policy. Along with relevant and current contact numbers, this includes the procedures to follow if she has concerns about any children in her care. The childminder is aware of the signs and symptoms of child abuse and is confident in recording and reporting concerns. The range of highly effective risk assessment checks ensure that the children are kept safe in the childminder's home and on all outings.

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provision

The childminder accurately assesses children's progress and is swiftly able to identify any gaps in their learning. She completes learning journey records for each child which show a good range of observations. The childminder has a good understanding of the importance of working in partnership with other professionals to understand and meet children's needs. She has experience of caring for children with special educational needs and has worked with both portage workers and physiotherapists to support the care of children.

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provision

The childminder employs an assistant and to ensure that they are both effective in providing a good range of activities and experiences across the areas of learning they attend all available training. The childminder takes particular care to support her assistant in building and developing her knowledge and skills. In order to monitor the assistant's practice the childminder keeps a folder which shows how the assistant is learning about the policies and procedures and what training has been attended. The assistant is studying for an early years qualification at level 2 and she is exceptionally well supported through this process.

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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 EY103455 Local authority Thurrock Inspection number 869627 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 Number of children on roll 14

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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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