Childminder in Essex

Inspection date

Previous inspection date 19/05/2014 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

 The quality of teaching and learning is good. Children enthusiastically participate in a wide range of adult-led and freely chosen learning experiences, expertly planned through the childminder's clear knowledge of how children learn.  The childminder has a sharp focus on children's progress as she implements well- considered systems for observing children's achievements and uses the information effectively to plot, track and follow their progress.  Children are well protected from harm as the childminder demonstrates clear knowledge about safeguarding procedures and the action she should take to protect children.  Partnerships with parents and others are strong. The childminder has very effective systems in place for communicating with parents and sharing relevant information about children's development with other early years provisions that children attend.

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It is not yet outstanding because

 Opportunities are occasionally missed to enable children to complete chosen tasks as routine activities, such as snack time, take preference.  There are some missed opportunities for children to fully explore and develop independence skills, for example, by using scissors to cut around their own paper hands.

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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, kitchen and garden and viewed all areas of the childminder's 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 records and documentation evidencing the suitability checks carried out for all adults living on the premises.

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Inspection activities

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

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Inspection activities

 The inspector took account of the views of parents seen through written comments and parental questionnaires within the childminder's documentation.

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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 partner and two children aged three and six years in a house in Colchester, Essex. The whole of the ground floor and the rear garden is used for childminding. The childminder attends toddler groups and activities at the local children's centre and visits the shops and park on a regular basis. She collects children from the local schools and pre-schools. There are currently eight children on roll; seven 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 6pm, Monday to Friday, except bank holidays and family holidays. She is a member of the Professional Association for Childcare and Early Years.

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

 enhance opportunities for children to fully develop independence skills and try new ideas, for example, by using scissors to complete a chosen task

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

 maximise opportunities for children to have sufficient time to explore and develop ideas and to finish working through these ideas, without having to stop for routine activities, such as snack time.

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who attend

Children are very keen, motivated and excited to learn. They actively participate in a wide and exciting range of learning experiences, which help them to make good progress across all seven areas of learning. The childminder's rigorous systems for observing and assessing children's development, enable her to keep a sharp focus on the progress they are making. Good communication with parents ensures that parents have opportunities to play an active role in their children's development and to share achievements from home with the childminder. Evidence of children's development, contained in their learning journals, shows that children make good progress across all seven areas of learning. The childminder's day is however, quite structured and organised. While the childminder generally provides children with good opportunities to guide their learning, some routine tasks, such as snack times, are not appropriately managed to enable children sustain their

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who attend

interests in a chosen task. For example, children enjoying a painting activity in the garden ask to wash their hands, but show a keen interest in returning to the painting activity. However, because it is mid-morning and the children have washed their hands, the childminder introduces snack, preventing the children from returning and completing the activity. Some opportunities are also missed with regards to fully maximising children's opportunities to develop and explore their own ideas and to try new experiences. For example, the procedure for drawing around children's hands to reward their good behaviour and sharing skills could be used to provide children with opportunities to cut out their own paper hands.

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who attend

Children have fun making the childminder a cup of coffee with equipment from the role- play kitchen. She asks them if they can remember how she takes her coffee and they immediately present her with a cup of decaffeinated coffee. She praises them for remembering and they enter into a lively discussion about the other pieces of kitchen equipment they have placed in her cup. Children know that they need oven gloves to take the pretend hot food from the oven and the childminder reminds them where they can find these within the play kitchen. The childminder makes good use of natural resources to enhance children's experiences. For example, she collects large mussel shells from a local beach and provides opportunities for the children to paint them with brightly coloured paints. They chat during this activity, about the ways they can use the shells once painted. Children tell the childminder that they can take them home, to which she agrees. She also

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who attend

introduces the prospect of using the shells in a 'hide and seek' game, whereby she could hide them around the garden and the children could try to find their own ones. Children are excited by this idea and talk about the colours they are going to use.

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who attend

The extensive outdoor provision provides very good opportunities for children to build dens and create special places. For example, a den created between some of the trees on the sloping embankment provides an excellent camp. No camp of course would be complete without a campfire, therefore the childminder and children trek the garden looking for appropriate twigs to make their pretend campfire. Once the campfire is in place, children are encouraged to consider what things they could eat around their fire and excitedly decide that they need some marshmallows to melt. A visit to the childminder's cooking ingredients cupboard provides them with just the thing. They push their marshmallows onto small twigs and return to the garden to heat them around the fire. Throughout this experience, children's language skills are expertly promoted and enhanced by the childminder, asking them appropriate questions to extend their thinking

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who attend

and enabling them to guide their learning journey. Through effective planning, the childminder provides children with very good opportunities to develop essential skills for the future and to prepare them for their next stages of learning. The childminder is aware of the necessary requirements children need for school and incorporates opportunities for them to develop good pencil grip, to learn how to put their coats and shoes on and take them off and to listen to and follow instructions.

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

Children are settled, comfortable and happy in the childminder's care. They approach her confidently and move with ease around the areas of her home used for childminding purposes. The childminder effectively promotes children's emotional well-being by praising and encouraging them and reminding them how clever they are. She treats children with respect and reinforces positive messages about their individuality. For example, a discussion occurs about hair. The childminder draws the children's attention to some mirrors placed within their reach and they compare their hair, noting that some people have curly hair and some have straight hair. The childminder uses this opportunity to promote the positive message that we are all different. Children behave well in the childminder's care. They understand her house rules and boundaries as she gently reminds them. Children learn to be positive about sharing and being kind to each other, as

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

the childminder uses clear strategies to reinforce this. For example, children spontaneously sharing their dolls in the garden are rewarded by the childminder drawing around their hand on paper; writing on the paper hand what they have done and placing it on their sharing tree, positioned on the childminder's kitchen wall at the children's height. Children take great pride in the amount of hands they have displayed on the sharing tree and the childminder states that this has had a very positive impact on the children's understanding about treating each other with concern and taking turns.

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

The childminder's home is extremely well organised, providing children with a well- equipped learning environment. Posters and examples of the children's creative work, provide opportunities for children to see print in the environment and create a welcoming and exciting play space. Children mostly play and learn in the childminder's kitchen and dining room, which leads directly out to the garden. Resources are effectively presented in clear plastic boxes, which are well labelled in English and a number of other languages. This promotes children's independence and enables them to make choices. Children are very actively encouraged to guide their own learning by making choices over the resources they use and whether they play indoors or outdoors. The childminder's garden is currently undergoing some renovation to create a more secure boundary wall. Effective risk assessments and the use of safety fencing has enabled the childminder to continue using

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

the garden while these renovations are taking place. This is very beneficial to the children, as the garden is not only large, but is surrounded on two sides by an embankment of trees, providing children with superb spaces to build dens, negotiate hills and different ground levels and to develop an understanding about taking risks and keeping themselves safe.

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

Children develop secure knowledge about healthy eating and how to keep themselves healthy through the childminder's clear policies. The childminder provides children with a wide range of different snacks and meals, all of which are well balanced and nutritious. She ensures that children remain well hydrated by providing fresh drinking water throughout the day. In warm weather, the childminder ensures that children are well protected from the sun by applying regular sun cream and using sun hats. Children follow good hygiene procedures to ensure that they remain healthy, for example, they understand the need to wash their hands before touching food and after using the toilet. The childminder works with parents to help children to manage changes and transitions in their life, for example, potty training. She ensures that children are emotionally ready for these changes and supports them effectively to deal with them.

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provision

Children are very effectively protected from harm, as the childminder demonstrates clear and precise knowledge of her responsibilities with regards to safeguarding children. She regularly improves and updates her safeguarding knowledge through appropriate training. Clear and well-considered written policies support her safeguarding practices and are shared effectively with parents through a parents' welcome pack. All adults living on the premises are vetted and proof of their suitability checks is available for inspection. Children play and learn in a safe and secure environment as the childminder conducts rigorous risk assessments of her home and all outings.

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provision

The childminder's clear and comprehensive knowledge of how children learn enables her to provide children with a wide range of learning experiences. She effectively tracks children's progress to ensure that any gaps in their learning are quickly identified and acted upon. The childminder uses reflective practice and self-evaluation to review and monitor her provision effectively. This process ensures that she continuously improves and develops her knowledge of the Early Years Foundation Stage and childcare in general. Parents are encouraged to play an active role in the childminder's self-evaluation process, providing her with clear feedback on her provision. The childminder works very effectively with representatives from the local authority, who support her and help her to review and develop her practices.

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provision

Partnerships with parents and others are very strong. The childminder communicates well with parents verbally and in writing, sharing clear and extensive information with them about their children and how they are developing. She uses experiences from home to extend and enhance the children's learning within her provision. Effective links with other early years settings which children attend enable the childminder to share information about individual children who attend both provisions and to complement the learning that takes place across all areas of 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 EY470632 Local authority Essex Inspection number 943853 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 8

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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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