Kear, Heidi

Inspection date

Previous inspection date 13/05/2014 Not Applicable

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early years provision

This inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision requires improvement

 Children are happy and settled at the setting as the childminder responds sensitively to their needs and takes time to build trusting relationships.  Children make good progress in their learning and development as the childmnder uses effective observation and assessment to identify and plan for their next steps in learning.  Children benefit from extensive use of the outside area and particularly enjoy imaginary activities in the mud kitchen.  The childminder's commitment to continued professional development ensures she is well informed of the best way to support children's learning.

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It is not yet good because

 Risk assessments do not effectively identify possible risks and the action to be taken to ensure children's safety with particular reference to the exposed broken concrete in the outside play area.  There is scope to enhance opportunities for parents to share observations on children's learning so this shared knowledge can be used to help plan and share ideas about how to move children forward.

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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 looked around the rooms and outside area used for childminding.  The inspector observed activities in the indoor and outdoor learning environments.

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Inspection activities

 The inspector viewed the children's developmental records and childminder's observations and planning records.  The inspector checked evidence of the childminder's suitability and qualifications.

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Inspection activities

 The inspector took account of the views of parents recorded in the childminder's diary.

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Information about the setting

The childminder was registered in 2013 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner in a house in Braintree, Essex. The whole of the ground floor, an upstairs bedroom and bathroom and the rear garden is used for childminding. The childminder runs a local toddler group and has links with the local childminders and children's centre. The childminder visits the shops and park on a regular basis. She drives to the local school and pre-school to collect children. There are currently three children attending who are within the early years age group. The childminder operates from 7am until 6.15pm, all year round, except for family holidays. She is a member of the Children Come First Childminding Network and Professional Association for Childcare and Early Years.

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must:

 ensure thorough risk assessments are in place so that the outside area is safe for children to play in, so they do not have access to any potential hazards, including exposed hard core.

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

 promote an ongoing dialogue or sharing of regular two-way observations on learning with parents and use this shared knowledge to plan together and think through ideas of how to move children's learning forward.

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who attend

The childminder has a good knowledge of how children develop and learn. She plans a stimulating and imaginative learning environment. Indoors resources are easily available so that children can select their own toys and play independently. The children have direct access to a small grassed garden where they are able to move freely. The outside area is thoughtfully resourced and children delight in playing in the mud kitchen. The children are encouraged to use their own ideas and be independent. They collect water from an outside tap to mix a 'birthday cake' in the mud kitchen. They use a range of old kitchen utensils to mix the 'cake' and negotiate and take turns with them. The childminder encourages the children to explore what has happened to the texture of the mud and water. She sensitively supports all children's engagement in the activity and adapts the tools to meet their individual needs. This means that children are motivated to join in

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who attend

activities and excited to learn. The children make good progress in the prime areas of learning which ensure they have the necessary skills for moving on to school or their next setting.

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who attend

The childminder is a good role model who participates in children's learning by talking to them while they play. She effectively extends children's vocabulary by modelling new words. The youngest children are prompted to use language and are delighted when the childminder blows the bubbles 'again'. Children play with words exploring rhythm as they chant 'banana, strawberry, banana, strawberry' while making their snack. The childminder uses the opportunity to extend children's learning and encourages them to clap out the syllables. Children develop an understanding of the world as they plant and grow seeds and explore natural objects. They are fascinated by a woodlouse they find in the mud. The childminder shares children's curiosity and they discuss its legs and antennas. She reminds them to be gentle with the insect so children learn to care for living things.

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who attend

The childminder has a good knowledge of children's starting points based on her own observations and the information she collects from parents. She makes careful observations and uses them to track children's progress towards the early learning goals. The childminder skilfully identifies children's next steps in learning and plans interesting activities to meet their learning needs. As a result, children enthusiastically participate in activities and make good progress. The childminder has prepared the relevant documentation to carry out the progress check at age two, when necessary. Parents receive emails from the childminder, keeping them informed of their child's progress. However, there is scope to enhance the opportunities for parents to share observations on children's learning so this shared knowledge can be used to help plan and share ideas about how to move children forward. Each child has a learning journal containing

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who attend

examples of their work and photographic evidence to show what they have achieved. These journals include some comments from parents.

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

Children feel safe and secure at the setting because the childminder is warm and caring and responds sensitively to their needs. She takes time to get to know the children by visiting them in their own home and finds out important information about their daily routines. This information helps the childminder to adapt her settling-in practices to suit each child's needs. As a result of her understanding of each individual child's needs the childminder has formed strong relationships with all of the children. Children confidently ask the childminder for help when they need it and snuggle in to share a song. Children enjoy playing cooperatively and take turns, share and negotiate as they engage in imaginary games. The childminder has fostered an inclusive environment and the older children actively include the younger ones in activities. This ensures that children are ready for their next move when the time comes.

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

The carefully thought out environment allows children to develop independence and self- esteem as they hang their coats on their own labelled pegs and remove their own boots. The childminder minimises the risk of cross-infection, by providing children with their own towels and flannels. Children independently wash their hands after toileting and before snack showing they understand the importance of good hygiene practices. Children learn about healthy eating as they share fruit at snack time and home-made soup for lunch. The childminder discusses the vegetables they chop for the soup and children learn how they grow.

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

Children are encouraged to keep themselves safe and walk carefully up the steep stairs. Children are very well behaved and polite. This is because the childminder is a good role model and uses a calm approach to gently remind children of appropriate behaviour. Children know what is expected of them, as the childminder involves them in the daily routines and they help to tidy up before lunch. She listens carefully when children are upset and encourages them to look after each other. As a result, children respect each other and make allowances for each other's differences.

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

The children have plenty of opportunities to play outside which make a significant contribution to their physical development and emotional well-being. The childminder fully understands the benefits of outside play and children regularly play outdoors. The outside area is well resourced and the children delight in the learning opportunities it offers them. However, there is a large pile of exposed hard core in the garden. This poses a potential risk to children's safety.

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provision

The childminder has a good understanding of safeguarding and recognises the possible signs of abuse. She has completed relevant safeguarding training and knows the procedures to follow if she has concerns about a child. All the essential regulatory documentation is clearly displayed for parents on a welcome board. Parents receive a comprehensive list of the childminder's policies, with their childminding contract. The childminder provides parents with information about her complaints procedure. People living on the premises are vetted by Ofsted. The childminder carries out annual risk assessments. However, the risk to children posed by recent work in the garden has not been effectively assessed. As a result, children are not safe when playing in the outside area as there is loose broken concrete and hard core.

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provision

The childminder has a good understanding of the learning and development requirements of the Early Years Foundation Stage. She effectively monitors the educational programmes to ensure they meet individual children's needs. As a result, all children make good progress in their learning. The childminder attends the local childminding cluster groups and shares information with colleagues. She has established links with local childminders and they meet to share good practice ideas. The childminder has established a clear pattern for her own continued professional development accessing further training through the Professional Association for Childcare Early Years and the Language Development Programme. The childminder has an extensive self-evaluation which identifies her future aims for the development of the setting.

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provision

Parents speak very highly of the childminder. They enthuse about the way she caters for their children's needs during the settling-in process and adapts her routines to cater for their needs. Parents say children adore the childminder and love coming to the setting. Children enjoy the time they spend with the childminder.

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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 EY460886 Local authority Essex Inspection number 935970 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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