Childminder in Essex

Inspection date

Previous inspection date 15/04/2014 Not Applicable

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early years provision

This inspection: 2 Previous inspection: Not Applicable How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 The childminder understands her role and responsibility to protect children and the action to take if she is concerned about a child's welfare. As a result, children are safeguarded.  The childminder competently teaches children using first-hand experiences and high quality resources and children are making good progress in their learning and development.  Children are offered a delightful variety of stimulating and engaging activities which are matched to their individual needs. They are becoming active and inquisitive learners.  Positive and trusting partnerships are established with parents and regular communication is encouraged to support children's learning, welfare and continuity of care.

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It is not yet outstanding because

 There is scope to offer children richer and more diverse activities and experiences outdoors.

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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 observed activities in the lounge and conservatory and viewed all areas used by minded children.

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Inspection activities

 The inspector spoke with the childminder at appropriate times throughout the inspection and discussed activities with her.

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Inspection activities

 The inspector looked at children's learning journey development records, the childminder's information folder and a selection of policies and children's records.

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Inspection activities

 The inspector checked evidence of the suitability and qualifications of the childminder.

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Inspection activities

 The inspector also took account of the views of parents from existing written references and from an email written by a parent for the inspection.

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Information about the setting

The childminder was registered in 2011 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her mother in a house in Harwich, Essex. The whole of the ground floor is used for childminding. A first floor bedroom is available for daytime sleeping, if required. The bathroom and toilet are on the ground floor. The rear garden is not currently used for childminding. The family has two dogs and a cat. The childminder attends toddler groups and takes children to the local library. She visits the shops and local parks and play areas on a regular basis. She collects children from the local schools and pre-schools. There are currently three children on roll, all of whom are in the early years age group. Children attend for a variety of sessions. The childminder operates all year round from 8am to 6pm, Monday to Friday, except most bank holidays and family holidays. She supports children with special educational needs

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Information about the setting

and/or disabilities. The childminder is a qualified Montessori teacher.

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

 improve children's scope of discovery and exploration outdoors by offering richer and more diverse outdoor play experiences across all areas of learning. For example, consider using the garden to extend children's exploratory and investigative instincts using all their senses.

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who attend

The childminder establishes each child's initial capabilities and starting points by discussing their particular abilities, needs and interests with their parents, who also complete an 'About your child' document. She also makes her own observations, gets to know the children well and follows their interests. This enables her to plan activities tailored to each child's emerging skills and stage of development. The childminder has high expectations of what children can achieve and offers appropriate levels of support or challenge, as required. She works closely with parents to offer more focussed support to minimise any gaps in a child's learning, such as speech. Fun and effective teaching strategies are used well to help children make consistent progress relevant to their age. The childminder records succinct and relevant written observations in a learning journey development folder for each child. She makes good use of early years guidance documents to ensure

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who attend

any next steps are clearly identified and these are used to inform future planning, teaching and activities. Clear and accurate summaries outline their progress in the relevant areas of learning. Children's good progress is clearly evident and they are developing the skills and confidence in the prime areas of learning. This provides a good foundation for their future learning and, eventually, school. Parents are able to view their child's learning journey at any time. The childminder also meets with parents, at their own home if preferred, to discuss their child's progress in more depth. The childminder welcomes parents' contributions about their children's learning and development. Through a local forum, she gained ideas about the home learning environment. The childminder has identified the potential to develop aspects of this with parents, to further support children's learning at home. The childminder offers

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who attend

children an appealing and stimulating range of age-appropriate activities. A wealth of resources is available but these are presented to ignite children's interest without being overwhelming. The childminder is a qualified Montessori teacher and reflects aspects of this through some of the activities and resources offered. Children's independence and exploration are well promoted and resources are within easy reach. Many natural materials are offered, such as wooden toys, baskets, cloth and metal, which offer different tactile experiences. Children enthusiastically investigate the resources using all their senses, for example, a baby keenly explores the textures of a range of different brushes and action reward toys.

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who attend

The childminder plays down at the child's level, to focus and engage their attention and to support and enhance their learning. Children's appreciation of books is fostered through regular visits to the local library and an appealing selection is readily available. A baby sits comfortably with the childminder and is fully engaged as she expressively reads a repetitive book. She emphasises the rhyming words to and points to the pictures, promoting and reinforcing the child's learning and vocabulary. The childminder talks freely to babies, using facial expression and varying the tone of her voice, and is attentive to their efforts of communication. She uses simple and clear language and uses words in context to aid the children's understanding. Children are encouraged to make marks and develop early writing skills using different media, such as sand, paint and crayons. Themed baskets, for example, one has a book about diggers with related props, help

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who attend

focus children's learning. Children have some opportunities to begin to recognise letters and familiar text. For example, their names are written on their placemats and they are encouraged to note letters in books and in the community when they go on outings. Children's understanding of mathematical concepts is encouraged through doing puzzles, matching, sorting, counting and exploring volume.

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

The childminder works closely with parents to sensitively settle children into her care. She has meaningful initial discussions with parents and uses her own observations, to help her understand each child's likes, dislikes and routine. The childminder gets to know each child very well, enabling her to support them according to their individual needs. She is warm, caring and attentive towards the children and they develop positive and trusting relationships with her, which supports their emotional well-being. They clearly feel happy and secure with her and remain comfortable and at ease when a visitor arrives at the home. There is much eye contact and frequent exchanges of smiles and laughter between the childminder and baby. The baby is cradled warmly by the childminder as they have their bottle of milk. The childminder's home offers a welcoming, safe and stimulating environment for young children. A delightful range of age-appropriate, good quality toys and books is appealingly

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

presented indoors. Resources are easily accessible, encouraging children's independence and exploration. A book containing photographs of different toys enables children to see what else is available and make alternative choices, if preferred. Children are taken on outings to local parks and play areas. However, there is scope to develop the range and increase the richness and accessibility of outdoor experiences, for example, by utilising the garden area. The childminder values children's individuality and an appreciation of diversity is reflected positively in some of the books, activities and resources available. The childminder has a calm manner and treats children with kindness and respect, presenting a positive role model for them. Children are becoming aware of reasonable boundaries of behaviour, through regular routines and positive reinforcement. Children are very happy, confident and inquisitive, which is building a good foundation for their future transition to

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

Children's healthy lifestyles are promoted through regular exercise and positive food choices. Outings to local play areas help to ensure children have a healthy amount of fresh air, exercise and natural daylight. Children are also encouraged to exercise indoors through music and movement activities, and babies have space to move freely and pull themselves up as they learn to stand. They are becoming aware of risk and their own capabilities, as they are encouraged to explore. The childminder works flexibly with parents to provide a balanced variety of healthy snacks and meals. She liaises with parents about weaning babies to gradually introduce a broader range of textures and tastes. Children manage their personal needs well, according to their age and stage of development. For example, older children access the toilet and wash their hands independently. The childminder helps toddlers to begin to develop good hygiene habits,

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

such as using wipes to clean their hands prior to eating. Facilities, such as a travel cot, are available for children to rest or sleep according to their individual needs.

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provision

Children are kept very safe as the childminder is clear of her role and responsibility to protect them from harm. She has attended safeguarding children training and has a very good knowledge of safeguarding procedures. The childminder has a clear, written safeguarding policy and knows what action to take if she has concerns about a child. She maintains a secure environment for children and the identity of visitors is checked and recorded. The childminder minimises potential hazards through effective risk assessments, enabling children to play freely in her home. Since registration, the garden has not been used by minded children. The childminder understands the need to address any safety issues and undertake thorough risk assessments prior to using the garden with minded children. She has considered an evacuation routine and has clear plan available for an emergency.

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provision

The childminder draws on her childcare experience and training, to offer high quality care and learning experiences for young children. She reflects some principles of her Montessori training in her daily practice. The childminder continually reflects on the quality of teaching and children's learning and has a strong commitment and a positive attitude towards ongoing improvement. She has completed an Ofsted self-evaluation form and welcomes parents' views to help her make well-targeted and meaningful improvements. She attends local cluster meetings for early years providers, to share and emulate good practice. The childminder successfully monitors the educational programmes and ensures the quality of her teaching has a direct impact on children's learning. She achieves this by using her experience and her secure knowledge of child development and how children learn. The childminder also refers to early years guidance documents and has regular

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provision

discussions with parents regarding their child's progress. This ensures all children are offered a good range of experiences which are matched to their individual needs, to promote their continued progress towards the early learning goals.

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provision

Documentation is extremely well organised and readily available for inspection. An information folder offers parents an outline of the childminder's experience and training, plus references from other parents, which are very positive. Well-written policies are shared with parents to ensure they are fully informed about her practice. Comprehensive details are gathered about the children and parental consents are obtained to ensure children are cared for according to their parent's wishes. The childminder establishes very open, positive and trusting partnerships with parents. She promotes regular exchanges of information with them, both directly and through a communication diary. This ensures children's individual needs are met and promotes continuity of care. Comments received from a parent for the inspection are very positive. They state their children are at ease and settled with the childminder. The parent values the childminder's warmth and

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provision

flexibility and find her to be very child-focused. The childminder works closely with parents to support any special educational needs a child may have. A parent comments on the significant progress their child has made in the childminder's care. The childminder establishes close links other settings children attend. She promotes a regular exchange of information, including a termly progress summary sheet, to ensure a consistent and cohesive approach to meet their individual needs.

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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 EY420625 Local authority Essex Inspection number 922601 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 3

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Name of provider

Date of previous inspection not applicable

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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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