Childminder in Thurrock

Inspection date

Previous inspection date 04/06/2014 Not Applicable

p.1

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

p.1

This provision is good

 Children are confident and happy in the childminder's care. They feel at home, settle well and build strong relationships with the childminder and her family.  Children make good progress in their learning because the childminder is confident in her knowledge and understanding of the Early Years Foundation Stage. She competently makes assessments of children's development and offers a varied range of activities to support their learning.  Children are well safeguarded as the childminder has secure procedures in place to protect them. They are safe as she carefully assesses risks in her environment, and on outings, to ensure that any hazards are minimised or eliminated.

p.1

It is not yet outstanding because

 Mathematics does not feature in the childminder's visual displays to help them learn to recognise numbers and sequence.  There is further scope for children to explore and investigate the natural environment to support their understanding of the world.

p.1

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

p.2

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.

p.2

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.

p.2

Inspection activities

 The inspector observed children engaged in activities in the childminder's home.  The inspector spoke with the childminder and children.  The inspector carried out a joint observation with the childminder.  The inspector took account of parents' views by reading written feedback.

p.2

Inspection activities

 The inspector sampled policies and procedures, attendance records, risk assessments, children's development records and other relevant documentation.

p.2

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 husband and two children aged one and five years in Chafford Hundred, Essex. The whole of the house is used for childminding, apart from the master bedroom, and there is an enclosed garden for outside play. The childminder walks to the local school to take and collect children. She attends a toddler group and activities at the local children's centre and visits the shops and park on a regular basis. The childminder operates Monday to Friday from 7am until 6pm, all year round, except for Bank Holidays and family holidays. There are currently two children on roll, one of whom is in the early years age group.

p.3

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

 increase opportunities for children to learn about mathematics, for example, by providing more visual displays, such as number lines

p.3

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

 provide more frequent opportunities for children to explore and investigate their natural environment, to support their growing curiosity and understanding of the world.

p.3

who attend

The childminder has a good knowledge of the seven areas of learning and understands how children learn. She carries out carefully chosen observations, which she uses to assess and plan for the next steps in children's development. The childminder learns about children's likes and dislikes, interests and abilities from initial discussions with parents. She identifies children's starting points by using this information to support her own observations and assessments. She records these details to help her to track children's progress against developmental guidelines. The childminder has systems ready to share with parents the progress check for children between the ages of two and three years, when the children reach the relevant age. She uses an online system to record children's development, which parents can access at any time. She produces learning journals containing observations, photographs and examples of children's work and daily diaries of

p.3

who attend

The childminder reviews children's development every three months and shares their developmental progress with parents. She works closely with parents and shares ideas and activities that they can do at home to support their children's development. Parents share their children's learning with the childminder by contributing photographs from home of particularly special learning achievements or 'wow' moments. The childminder provides a good balance of adult-led and child-initiated play-based activities. Children are free to choose from an exciting and interesting array of good quality resources, all clearly labelled with words and photographs. The childminder extends children's learning as they play, providing endless opportunities to stimulate their curiosity and imagination. The childminder supports children's communication and language development well by engaging them in meaningful conversation. She asks open-ended questions to develop

p.3

who attend

thinking skills and uses sign language to ensure younger children understand.

p.4

who attend

Children point to displays of alphabets and pictures and learn that words carry meaning. However, there is scope to extend children's recognition of numerals and their understanding of sequencing, for example, by seeing displays of numbers in their environment. Children's physical development is promoted as they perform actions to favourite songs. They explore a tray of dried pasta coloured with food dye and learn how it feels and the sounds that it makes. They post it into tubes and pour it into pots from big and small spoons, practising their eye-to-hand coordination. The childminder supports children to learn skills they will need when they move on to other settings or school. She helps them learn to hold a pencil and practise emergent writing. They learn about shapes and colours and learn to express themselves through art.

p.4

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

The childminder provides a safe and welcoming environment where children feel secure and protected. Their behaviour demonstrates that they feel settled and content. Children form close, positive relationships with the childminder and her family. They demonstrate a strong sense of security because the childminder works closely with their parents to ensure they receive continuity in their care and learning. Children learn to share and take turns and to be kind to each other. The childminder is a good role model for the children as she leads by example, teaching good manners and promoting positive behaviour through praise and affirmation. She is affectionate and playful and makes children laugh. She tickles their feet when they take off their socks and plays 'this little piggy' to squeals of delight. She extends and enhances learning as she uses singing and rhymes to teach body awareness. Young children learn to identify their heads and their shoulders, knees

p.4

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

and toes. Their learning is extended as they make connections with a book showing images of this rhyme.

p.4

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

Children feel safe and secure in the childminder's care. They are safe because the childminder carries out daily risk assessments of the home and on outings. External doors are kept locked when children are in the setting and all visitors' identification is checked. Children learn to keep themselves safe as they listen to the childminder's instructions when they climb on the sofa to look at colourful pictures. Fire drills are practised regularly to ensure children know what to do when the alarm sounds. The childminder provides a healthy, nutritious diet for the children and they are encouraged to feed themselves, learning skills of independence. Children with special dietary requirements and allergies are well protected as the childminder carefully selects ingredients that are safe and appropriate for them to eat. She encourages independence by providing children with opportunities to try things for themselves. They learn to wash their own hands and dry

p.4

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

them on their own special towels. Nappy changing is hygienically managed and children are entertained during changing routines.

p.5

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

The childminder takes children out regularly for fresh air and exercise. Children can play on a variety of outdoor play equipment in the childminder's garden and they regularly go to local parks. However, they have fewer opportunities to explore and investigate the natural environment and collect resources to enhance their understanding of the world. Children have frequent opportunities to socialise with other children and adults in groups and in the local community. They learn about differences as they look at the pictures of children from other countries and with different abilities. They are fascinated to see children with glasses and notice that a visitor wears glasses also. The childminder explains these differences appropriately according to their age. Children are emotionally well prepared for school when they interact with older children and learn about the school environment on their daily journey to take and collect them.

p.5

provision

The childminder has a secure understanding of the requirements of the Early Years Foundation Stage. She has many years experience of working with young children. She knows how children learn and she regularly undertakes written observations, assessments and planning for the next steps in their learning and development. The online tracking system she uses is closely monitored for accuracy, and details are shared regularly with parents. The system is secure and confidential, and parents can only view details about their own children. Parents have constant access to this secure website by logging in with a private password. The childminder works closely in partnership with parents, giving daily reports about children's care routines and the activities they enjoy. The childminder evaluates the activities she provides to ensure they meet children's individual needs. The childminder has effective policies and procedures, which are regularly reviewed and

p.5

provision

shared with parents. She has a clear safeguarding policy, which includes the use of mobile phones and cameras in the setting.

p.5

provision

The childminder has a very good understanding of safeguarding and child protection. She has completed safeguarding training and is keen to continually extend her knowledge by attending further courses. She has completed all the necessary mandatory training, including paediatric first aid. The childminder is well organised and keeps well maintained records that ensure that any information needed is readily accessible and confidentially stored. She is ready to exchange information with other settings the children attend in order to share good practice and ensure continuity of learning. The childminder has links to a variety of professionals at her local children's centre and understands the support available should she need to seek advice or signpost parents for appropriate guidance.

p.5

provision

Parents are encouraged to give feedback on the service the childminder provides. She asks them to complete a questionnaire giving their views. Parents are positive in their comments about the care given to their children. The childminder demonstrates a strong commitment to continually improve her service. She has an extensive 'wish list' of resources that she wants to purchase to enhance her provision. Self-evaluation takes into account the views of parents, and children are encouraged to reflect on their day and offer their opinions. The childminder understands her strengths and areas for development. She is keen to work with local schools to support children who are moving on to feel secure and safe, and to have the knowledge they need to progress.

p.5

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

p.6

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

p.7

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.

p.7

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.

p.8

Setting details

Unique reference number EY471456 Local authority Thurrock Inspection number 946492 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 2

p.8

Name of provider

Date of previous inspection not applicable

p.8

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.

p.8

Type of provision

For the purposes of this inspection the following definitions apply:

p.8

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.

p.8

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.

p.8

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.

p.9

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,

p.9

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’.

p.10

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.10