Childminder in Essex

Inspection date

Previous inspection date 09/05/2014 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

 Children make good progress because the childminder understands individual children very well and uses sensitive teaching techniques to support children's engagement and enjoyment in their learning.  The childminder is fully aware of how to protect children and keep them safe from harm. Comprehensive policies, which are updated annually, support her good practice.  Good learning outcomes for children are enhanced as the childminder is a well-qualified and reflective practitioner who has a strong desire to improve and strengthen her practice.  Parents are fully involved in their children's learning and a variety of different contact methods support a two-way flow of information. As a result, children learn and develop in an enabling environment.

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It is not yet outstanding because

 There is scope to enhance children's understanding of diversity even further by providing experiences and activities that deepen their understanding of other languages and cultures.  Opportunities are not fully embraced in the outdoor environment to enhance children's understanding of how plants grow.

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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 home.  The inspector held a meeting with the childminder.  The inspector looked at children's assessment records and planning documentation.

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Inspection activities

 The inspector checked evidence of suitability and qualifications of the childminder, and the childminder's self-evaluation form.

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Inspection activities

 The inspector took account of the views of parents and carers from information included in the childminder's parent survey and letters of recommendation.

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Information about the setting

The childminder was registered in 2013 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband, adult son and two children aged 11 and nine years in a house in Brentwood, Essex. The whole of the ground floor and the rear garden are used for childminding. The family has two pet dogs. The childminder attends a toddler group and activities at the local children's centre. She visits the shops and park on a regular basis. She collects children from the local schools and pre-schools. There are currently 10 children on roll, six of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 7am to 6.30pm, Monday to Friday, except bank holidays and family holidays. She is a member of the Professional Association for Childcare and Early Years. The childminder supports a number of children with English as an additional language.

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

 enrich even further children's understanding of the diverse world in which they live, for example, by providing activities and experiences that support children to learn more about other languages and cultures

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

 build on the activities provided in the outdoor area to promote children's awareness of the natural world and their understanding of how plants grow.

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who attend

The childminder has created a warm and welcoming environment that interests children and engages them in their learning. A variety of resources are provided that cover a wide age range and which provide interest and challenge to children. The childminder has a good understanding of how children learn. Regular observations, which are assessed against the developmental age bands, are collected. This enables the childminder to identify children's next steps in their learning so that activities can be planned to meet individual needs. For example, a child who is learning to walk is provided with equipment to support the next stage of his learning. The childminder is attentive and supports the child's attempts by offering lots of praise. Children's communication and language skills are promoted as interactive, age-appropriate books are shared with them. Consequently, children are engaged, listen to the story and take an active part in their learning. The

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who attend

childminder uses very supportive teaching techniques in order to promote children's progress. The childminder has created a relaxed atmosphere and subsequently, children's personal, social and emotional development is promoted. Children sway gently to the music playing in the background and the childminder teaches the children how to clap along. The childminder plans a varied curriculum and attends play dates and toddler groups outside the home. This supports children to develop their social skills as they play with children of a similar age. Young children's social development is further supported as they enjoy interactions with the older children that the childminder also cares for. Children who speak English as an additional language are making good progress. They enjoy the engaging environment and are encouraged to join in with stories read by the childminder. The childminder collects words in their home language and incorporates these into her home,

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who attend

which supports their development of English.

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who attend

Children's physical development is fully promoted as they visit the woods and park every day. This gives children the opportunity to strengthen their muscles as they enjoy the outdoors. Children's physical skills are further developed as a treasure box with natural resources is supplied for them to explore. Children examine the resources as they touch spiky balls, squeeze soft plastic and find a large bottle brush that they wave in the air. Children's language development is also supported as they are encouraged to say words, such as spiky and soft. Children are supported in their all-round development and all children are making good progress towards the early learning goals. Consequently, they are well prepared for the next stage of their learning and their move to school. The childminder has made good links with parents and collects information on children's development when they first start. There are a variety of ways that the parents and

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who attend

childminder communicate together. This includes daily discussions, text messages, emails, diary entries and by logging into an online learning journal. The childminder has a good knowledge of the progress check at age two and has plans to complete this and share with parents, when the children are of an appropriate age. These different methods provide parents with up-to-date information on their children's learning. It also provides parents with different ways to keep the childminder updated on the learning from home. As a result, there is good partnership working, which fully supports good learning outcomes for children.

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

The childminder is a sensitive and nurturing key person to the children. Settling-in sessions are arranged before children start to support children's emotional well-being. The childminder visits the children in their home and the children also visit in the childminder's home. An 'all about me' form is completed and as a result, children's needs are known when they begin. The childminder is fully aware of how to support children and help them to prepare emotionally for their transition into school. This is because she has extensive experience working in schools and understands how to promote the skills they will need. For example, the childminder promotes children's learning, independence and good hygiene practices.

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

The childminder is a good role model and treats the children with respect at all times. Children learn what is expected of them as they are provided with clear boundaries. For example, the childminder explains that books left on the floor will become damaged and need to be placed in the bookshelf. Children are, therefore, aware of the boundaries, develop cooperative behaviour and are very well behaved. Children learn about diversity as a book is shared with the children that explores differences. However, children are not fully supported, through planned activities, to develop an understanding of other languages and cultures. Children develop independence as they are encouraged to explore their environment and take risks under the close supervision of the childminder. The children are able to select their own toys from the wide range that is on offer and play happily and contentedly. The childminder is quick to praise children and consequently,

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

children develop good self-confidence, which supports their development and progress.

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

Children are learning to be healthy as the childminder provides them with healthy and nutritious snacks and meals. During meal times the children and childminder sit together at the table and discuss a variety of topics that include healthy eating. As a result, children are developing a firm understanding of the importance of a healthy diet. The children accompany the childminder to the dentist and optician, gaining further understanding of healthy practices. Children have fresh air and plenty of exercise as they have outdoor play, every day, in the local area. However, they do not currently use the garden to learn about planting and growing to build on their enjoyment of the outdoors. Children attend to their own personal needs, according to their age, and are shown how to wipe their hands clean before they eat. The childminder undertakes effective risk assessments and constantly assesses areas of the home that may pose a risk to children. Children are, therefore,

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

protected from potential harm. A fire drill is practised regularly and all children are learning how to keep themselves safe as they evacuate the home. Children walk to the local primary school, crossing the road safely with the childminder, which further complements their understanding of safety. The childminder has a first-aid certificate, which provides her with the knowledge and ability to attend to children's first aid needs. Consequently, children are kept safe and protected from harm.

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provision

The safeguarding and welfare, and the learning and development requirements of the Statutory framework for the Early Years Foundation Stage are fully understood and met. The childminder is fully aware of issues that surround child protection and how to access support where needed. The childminder attends regular child protection training and updates her policies regularly. There is a mobile phone and camera policy, which explains that only the childminder's mobile phone is to be used on the premises. As a result, children are kept safe from the potential dangers that relate to mobile phones and cameras. All adults in the childminder's home have Disclosure and Barring Service checks in place to further ensure children's safety.

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provision

The childminder monitors her planning and assessments of the children to ensure that all children are making progress. Detailed learning records support the childminder to identify any areas where children may be falling behind. The childminder is a very experienced practitioner and has worked with children for a number of years. She has also completed a high level qualification to support her work with children. Consequently, her teaching interactions are good and children are fully supported to make good progress. The childminder updates her training regularly and attends courses provided by the local authority. She has identified further training to support her professional development, which promotes good learning outcomes for children.

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provision

The childminder is a reflective practitioner and has completed a comprehensive self- evaluation form. This provides a clear vision about how she will strengthen her childminding practice to support children's achievements over time. Parents are asked to complete questionnaires, which contribute to strengthening this process. A comment from a parent explains that children are 'totally confident and happy' in the childminder's care. Another parent explains that the childminder goes 'the extra mile'. Children are also provided with questionnaires and they are asked for their feedback on the childminder's practice. As a result, the childminder has adapted her menus where requested and provided resources that are of interest to the children. The partnerships the childminder has made with parents are strong and good information sharing takes place. Information collected from outside agencies ensures the childminder is fully aware of children's

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provision

medical and learning needs. Activities are, therefore, planned on advice from other childcare professionals. As a result, the childminder makes a strong contribution to meeting every child's needs. The childminder has access to a strong network of other professionals that work in local schools and nurseries. This supports children's transitions as she works closely with other settings to support individual children. For children that attend more than one setting, a 'wow' book is passed between school, home, and the childminder. This provides information on children's ongoing learning and well-being and promotes individual children's development.

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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 EY469354 Local authority Essex Inspection number 945843 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 10

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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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