Childminder, Out-of school day care in Essex

Inspection date

Previous inspection date 09/06/2014 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's learning and development needs are promoted well as they have access to a wide range of resources and activities to support all areas of learning and can follow their own interests and ideas.  Children develop their creative thinking as they use the dressing-up clothes and role- play props for imaginative play.  Children show that they feel comfortable and secure in the care of the childminder and develop firm friendship bonds and attachments.  The childminder understands her responsibilities for child protection and ensures that parents are fully informed in regard to all safeguarding matters.

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It is not yet outstanding because

 Links to ensure that parents can continue to support children's learning at home are sometimes less secure.

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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 talked to and interacted with children in the playrooms and in the garden.

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Inspection activities

 The inspector held discussions and carried out a joint observation with the childminder.

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Inspection activities

 The inspector viewed a sample of documentation including evidence of suitability checks and qualifications, policies and children's development profiles.

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Inspection activities

 The inspector took account of the views of parents and children, gathered in advance of the inspection.

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Information about the setting

The childminder was registered in 2012 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children aged eight and six years in a house in Colchester, Essex. The whole of the ground floor of the property is used for childminding and there is an enclosed garden for outside play. There are currently four children on roll; two of whom are in the early years age range. The childminder walks or drives children to and from local schools. 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:

 strengthen and further develop links with parents to ensure that they understand how they can continue to support children's learning at home, by building on what children do while in the care of the childminder.

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who attend

Children make good progress in their learning and development and gain the skills and attitudes they need for their future learning. The childminder cares for children of school age only. For those children still in the early years age range, she uses her teaching skills and ensures that the educational programme is designed to meet their learning and development needs. This is achieved by talking to the children about their interests and ideas, and using the school's planning as a guide to complement the learning they have at school. For example, children are learning phonics sounds at school, and so the childminder makes sure they have a chance to practise writing their names and other words when in her care, then sound out the words in order to consolidate their understanding of the links between letters and sounds. Mathematics, and in particular, counting, is taught through fun games and activities, with some props, such as the peg

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who attend

line, made by the childminder to aid children's understanding. Children enjoy many crafts and art based activities which gives free rein to their imagination and creativity. They make cards and pictures for family and friends, and celebrate seasonal festivals, such as Christmas, Easter and Diwali. Children enjoy frequent visits to a nearby open space where they like to play hide and seek, run and move freely and occasionally climb trees under the childminder's supervision. This helps promote their physical development and encourages them to take risks and challenge themselves in a safe and controlled way. The childminder's garden has a slide and double swing, plus space for ball games and den building. Children can also observe nature and tend plants to help them understand life cycles and the changing seasons. Baking is a very popular and regularly undertaken activity. Children relish the chance to decorate their 'cake pops' and other makes. They

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who attend

are learning what happens when ingredients are combined, and developing their understanding of different aspects of mathematics as they weigh and measure.

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who attend

Children develop confidence and self-esteem because they engage in good quality, challenging learning experiences. The childminder continuously promotes children's language development by talking to them and reading to and with them. Children feel secure and settled and develop the skills of self-motivation and perseverance, which are skills they need to carry them forward onto the next stages of their formal school learning.

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who attend

The childminder observes what she sees children doing, and uses this information alongside what parents tell her, and what the children say about their own interests and ideas, to plan for each child individually. She has started to compile a development profile with some photographs and evidence of children's achievements. While she plans and thinks about what steps are needed to take children on to the next stage, she does not always routinely relay this information to parents. This means that occasionally, some opportunities for parents to be fully involved in children's learning are missed. For any child who is found not to be working at expected levels the childminder has sources she can turn to, to provide additional support and encouragement and bridge the gap.

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

Children form strong and effective emotional attachments to the childminder and make friends with one another. This develops their emotional well-being and helps them feel settled and able to engage fully in their environment. As the children currently being minded are already in school, the childminder talks to them about moving up to the next class and the changes they might face, such as a new teacher. This helps them to become emotionally prepared for future transitions. The value of a strong partnership with parents is recognised by the childminder and she establishes this at an early stage. A daily informal chat or exchange of email ensures that parents are fully informed and that a two- way flow of information is maintained. Children behave very well and respond to the childminder's consistent and fair expectations. They respect the play environment and willingly help to tidy a few things away in order to make space for the next play activity.

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

Older children show patience and understanding towards the younger children and are able to wait for attention and to take turns, as well as model skills and positive behaviour. The childminder believes in allowing children to resolve some conflicts by themselves and she facilitates this with guidance and support. This develops their resilience and deepens their understanding of how their own actions impact on others' feelings. Children enjoy being out and about in the community and understand that they must listen to the childminder and have regard for basic road safety awareness to keep themselves safe.

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

Children are reminded about the habits that contribute to a healthy lifestyle. For example, they become proficient in self-care as they use the toilet and wash their hands with increasing independence. The childminder asks them to check that they have done this thoroughly. There is designated space for children's shoes, school bags and other belongings, so they learn to be responsible for their own things. Children have a snack after school and a main meal if they stay until tea time. The childminder serves only suitable foods for children with allergies or specific dietary requirements, and tries to provide foods they enjoy and which are healthy for them. She keeps updated by ensuring she has up-to-date information from parents when children's needs change. Children who wish to rest or sleep can do so on a sofa in the dedicated playroom, where they remain within sight and sound of the childminder.

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

The environment is very well structured to welcome and support children and is child- friendly and inviting. All areas have had attention to detail, such as easily accessible resources, a table and chairs for craft work and manageable storage so children have free choice from accessible books, toys and play materials. Equally, safety and security receive a high priority and children are learning to keep themselves safe when at home and out and about. The childminder impresses on children the basic rules for self-protection, such as not talking to strangers, being careful when crossing roads and seeking adults' permission and approval before viewing any internet content.

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provision

Children's welfare and other aspects of protection are fully considered at all times. The childminder is very well informed and has a sound understanding of how to respond to any concerns she may have about a child's welfare. She has devised a very clear and comprehensive set of policies and procedures, including a safeguarding policy which contains all the required details. Parents sign to say they have read and understood the policies so they can be reassured that their children are in safe, professional hands. It also gives them an insight and a good understanding of how the childminder organises her practice and includes all children so she can meet their individual needs. Adults in contact with children are vetted and checked for suitability. All visitors to the home are screened and sign in and off the premises. Effective risk assessments are in place for all areas of the home and equipment used by children, as well as any outings undertaken. This means

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provision

that when children are taken out and about, to local places of interest, they are safe and secure. Fire drills are regularly practised so children know what to do in the event of an emergency evacuation.

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provision

Children enjoy and benefit from the childminder's well-planned and thoughtful provision of activities to keep them engaged, challenged and stimulated. She asks them what they want to do and plans things she knows will appeal to them, such as cooking. The childminder has a sound grasp of the characteristics of effective teaching, and applies her understanding as she interacts with the children, promoting language and social development particularly well. By monitoring their progress against documents which show expected levels of achievement, the childminder is able to ensure every child remains on track and receives support where this is due. She is ambitious and has high expectations of herself and willingly engages in training and finding out about developments in the childcare field. She takes account of the views of parents and children, and looking forward, she is able to plan realistic continuous improvements which in turn will improve

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provision

All children cared for are of school age and in full-time formal education at various local primary schools. Therefore the childminder maintains an open communication with their teachers, and ensures she passes on vital information to parents. By developing links with those settings where children spend most of their time, she can incorporate aspects of their school learning into their time in her care, so that children benefit from a complementary and consistent approach to their progress.

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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 EY447263 Local authority Essex Inspection number 897057 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 4

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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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