Blower, Casey

Inspection date

Previous inspection date 08/05/2014 06/01/2009

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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 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 The quality of teaching is good. The childminder demonstrates a secure understanding of how children learn. She plans effectively for their learning and has clear systems in place for assessing children's progress.  Children are well protected from harm, as the childminder understands her responsibilities with regard to child protection. She regularly updates her safeguarding knowledge and ensures that children are always under her supervision.  Children form close relationships with the childminder and her family. She has effective systems in place for settling children into her care, which involve parents and are tailored to each individual child.

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It is not yet outstanding because

 Opportunities for children to guide their own play and learning are not maximised to their full potential, as some of the childminder's resources are not presented in a way which enables children to make effective choices in play.  Partnership working with other early years setting, which children attend, are not robust enough to enable the childminder to fully complement the learning that takes place in all aspects of the children's lives.

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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 childminder's dining room and viewed all areas of the home used for childminding purposes.

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Inspection activities

 The inspector held discussions with the childminder and children at appropriate times during the inspection.

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Inspection activities

 The inspector looked at information to confirm the suitability of all adults living on the premises.

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Inspection activities

 The inspector looked at a range of records, including children's details, accident and medication records, written policies, the daily attendance register, risk assessments, information about children's learning and development and a selection of other documentation.

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Inspection activities

 The inspector took account of the views of parents provided in parental feedback questionnaires.

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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 seven and nine years in Colchester, Essex. The whole ground floor of the house, the sitting room on the first floor and the rear garden are used for childminding. The family has a pet dog. The childminder attends a stay and play session at a local school. She visits the shops and park on a regular basis and collects children from the local schools and pre-schools. There are currently seven children on roll, two of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 7.30am to 6.30pm, Monday to Friday, except Bank Holidays and family holidays. She is a member of Professional Association for Childcare and Early Years.

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

 encourage children's independence and improve their choice of activities by reviewing the way that toys and equipment, currently located in a store cupboard, are presented and offered to the children

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

 develop further partnership working with other yearly years settings which children attend, in order to fully complement the learning that takes place across all areas of the children's lives.

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who attend

Children enjoy participating in an exciting range of freely chosen and planned activities. The childminder's clear understanding of how children learn enables her to provide them with a balanced range of experiences which promote learning across all seven areas. She tailors her planning to meet each individual child's need and learning style. Clear systems for observing children's play enable the childminder to track and follow their progress efficiently. She records their progress in individual learning journals and supports her observations with photographs. The childminder proficiently identifies children's next steps in learning through this process and plans stimulating and challenging experiences to move them forward. She encourages parents to share what they know about their children, and in turn shares information about the progress their children are making, so that they can support this further at home. Evidence within the children's learning journals

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who attend

shows that although the childminder has not been caring for children in the Early Years Foundation Stage for long, they have made good progress in her care. Home-made play dough provides children with good opportunities to explore malleable materials. They squash the dough between their fingers and comment on how soft it feels. The use of two colours, once mixed together, promotes a conversation about the new colour that has been made. Children recognise that the blue and yellow dough now makes green. They use the range of tools, rollers and cutters to extend their play and are well supported by the childminder, who chats to them about what they are making. She asks appropriate questions to extend their thinking and allows them good time to respond. The childminder's effective use of questions and explanations promotes younger children's language development. Children explore numbers, counting and sorting through the

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who attend

childminder's selection of play materials. Dressing up clothes and role play resources enable children to express themselves and to become new characters.

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who attend

The childminder's delivery of a wide range of learning opportunities enables children to develop essential skills for future learning. For example, they are provided with resources indoors and outdoors to promote their handwriting and literacy skills. They weigh and measure sand and water during messy play, which helps them to learn essential mathematical skills. Children's physical development is promoted through the use of large- scale climbing equipment at local parks and also through the use of bats, balls and smaller physical equipment within the childminder's house and garden. Children are effectively prepared for their next stages of learning, as the childminder keeps a sharp focus on their development. She uses activity sessions at local children's centres to promote children's social skills and to enable them to become confident when meeting new people.

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

Children are settled, comfortable and content in the childminder's care. They form close and caring relationships with her which are promoted through her effective settling-in procedures. The childminder involves parents in her settling-in process to ensure that she, the children and their parents are happy with the relationship. Children learn about the childminder's house rules and expectations as she gently reminds them. For example, they understand to sit carefully on the childminder's furniture and are reminded to follow good hygiene procedures, such as hand washing. The childminder acts as a good role model and encourages children to behave well.

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

Children play in a well-organised home. The childminder displays colourful posters on the dining room walls, depicting numbers and shapes to help to promote learning. A selection of toys and play materials is presented for the children each day, from the larger range. The childminder provides opportunities for children to make some choices over their learning by opening the store cupboard and showing them what is available. While this enables them to be involved in choosing some equipment, it does not enable them to fully guide their learning. The childminder is considering ways of managing this better, for example, through photographic cards showing the full range of resources on offer and encouraging children to decide what they want to play with.

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

Children learn about healthy eating and safe practices through the childminder's clear procedures. They enjoy nutritious meals and snacks provided by the childminder. Children remain well hydrated as the childminder refreshes their drinking cups throughout the day with water or juice, in accordance with parents' wishes. Children have good opportunities to experience fresh air and exercise when they play in the childminder's garden and go for trips to local parks and play areas. Children are appropriately prepared for transitions in their life, for example, to primary school, as the childminder recognises the significance of preparing children for change. She talks to the children about their new experiences and reassures them through appropriate discussions, books and activities.

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provision

Children are well protected from harm as the childminder demonstrates a good understanding of how to safeguard children. She regularly updates her safeguarding knowledge through appropriate training and literature. The childminder has effective systems in place for ensuring children's safety, and thoroughly risk assesses her home and outings to maintain children's safety. All adults living on the premises are appropriately vetted and proof of the checks, to demonstrate their suitability, is held on file for inspection.

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provision

The childminder demonstrates a good understanding of the requirements of the Statutory framework for the Early Years Foundation Stage. She uses her knowledge and expertise to deliver a well-considered educational programme which covers all seven areas of learning and provides children with challenging and exciting activities. The childminder reviews her planning and systems for assessing children's progress regularly and discusses these with her local authority development officer. The childminder is committed to improving her knowledge through training and has attended a wide range of training courses over the past couple of years. The childminder uses self-evaluation to monitor the quality of her provision. She proficiently identifies her strengths and weaknesses through this process and devises clear targets for improvement.

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provision

The childminder works well with parents and communicates effectively with them on a daily basis. She has links with other early years settings which children attend and is beginning to use these to share information about the children's progress. This procedure, however, is in its infancy and is not yet fully effective to enable the childminder to complement the learning that takes place in all aspects of the children's lives.

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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 EY366551 Local authority Essex Inspection number 873680 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 7

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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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