Childminder in Essex

Inspection date

Previous inspection date 18/06/2014 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 personal, social and emotional development is promoted well through regular praise and encouragement. Children make strong bonds and attachments, which demonstrates that they are happy and settled.  Partnerships with parents and carers are good. Information sharing is regularly encouraged to ensure that children are fully supported in their move from home and on to school. As a result, children's learning and development is consistently supported.  Teaching is good. Children's communication and language development is fully supported and the childminder regularly asks open-ended questions to encourage their thinking further. As a result, children make good progress, given their starting points and capabilities.  The childminder has a secure understanding of how to protect children and is aware of the procedures to be followed in the event of a child protection concern being raised. Consequently, the safeguarding and welfare requirements are effectively met and

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It is not yet outstanding because

 There is scope to extend activities and daily experiences to enhance the use of mathematical language in everyday situations.  There is scope to enhance the organisation of planning to ensure that all seven areas of learning are equally promoted.

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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 and garden and talked with the children and the childminder at appropriate times throughout the inspection.

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Inspection activities

 The inspector looked at children's assessment records, planning documentation, evidence of suitability of household members and a range of other documentation, including the safeguarding and complaints procedures.

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Inspection activities

 The inspector took account of the views of parents, as recorded in written questionnaires and the childminder's self-evaluation was reviewed.

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Inspection activities

 The inspector carried out joint discussions with the childminder in relation to observations of the children's play, learning and progress.

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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 three children aged two, 10 and 13 years in a house in Loughton, Essex. The whole of the childminder's home and the rear garden are used for childminding. The family has a dog. The childminder attends toddler groups in the local community and she visits the shops and park on a regular basis. She collects children from the local school and pre-school. There are currently two children on roll, both of whom are in the early years age group and attend for a variety of sessions. The childminder also cares for school-aged children on a regular basis. She operates all year round from 7.30am 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.

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

 promote more regular use of mathematical language during everyday opportunities

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

 enhance the planning of activities and experiences, to equally include all areas of learning to maximise children's learning and development.

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who attend

The childminder completes regular observations and with guidance, such as the Early Years Outcomes, she is able to identify where children are in their stage of learning. She demonstrates a good knowledge and understanding of the Early Years Foundation Stage and this enables her to reflect positively on the good progress children are making. Regular assessments are completed for all children in the early years age group and the childminder ensures that their next steps in learning are incorporated into future activities and experiences. However, there is scope to enhance the planning to ensure that children are taking part in opportunities and activities, which equally reflect the prime and specific areas of learning. Children's communication and language skills are promoted well because the childminder models good speech and language. For example, as children say some words incorrectly the childminder repeats these carefully and correctly. This enables

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who attend

children to hear the right words, and therefore, learn appropriate ways in which to speak and communicate effectively.

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who attend

Children are challenged during activities, which supports their readiness for school. For example, as children complete a range of jigsaw puzzles with ease the childminder offers them more difficult ones. She fully supports children with these and provides ample praise to encourage them further. The childminder regularly supports children's personal, social and emotional development and tells them how great they are during activities. Their self- confidence is further boosted as the childminder records specific 'wow' moments to share with parents. For example, holding and using scissors correctly for the first time is celebrated as children take home a certificate to share with their parents. As a result, children feel good about themselves and their self-esteem is promoted. Children's physical development is promoted well as the childminder offers a wide range of activities and experiences, adapted to suit the children's ages and stages of development. For example,

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who attend

outings to the park are regularly planned as well as the opportunity to enjoy different experiences in the childminder's garden, from climbing to exploring in the sand. The childminder extends children's learning as they play, for instance, during water activities children decide to 'go fishing'. They try to capture the foam numbers in the water and are encouraged to jump or clap to match the number they catch. Although children's mathematical development is promoted through a wide range of number counting activities, there is scope to extend their learning of mathematical language, during everyday situations and play.

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who attend

Partnerships with parents are strong. The childminder builds friendly, professional relationships and ensures that partnership working is reflected in her positive and consistent approach to children's learning and development. She works closely with parents and through well-organised settling-in visits and regular communication she is fully aware of children's starting points. Daily diaries are used well to ensure that parents are fully informed of their children's day and regular meetings are held to discuss their progress. As a result, partnership working is good and children benefit from this consistent approach to their learning. Older children are able to access a range of resources and activities, which are stored appropriately for them to make independent choices. They enjoy a range of art and craft activities and during outings in the local community they learn about the wider community.

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

The childminder provides a warm and welcoming environment where children settle with ease. She offers a calm and friendly atmosphere and is a good role model in supporting children to build relationships. For example, the childminder takes time to listen to children when they speak to her, she promotes eye contact when talking to them and she speaks clearly at all times. Children are clearly happy and settled in the childminder's care and on arrival from school they are eager to share their news with her. The childminder ensures that all children are given equal opportunity to be listened to and this demonstrates to children that she values what they say to her. As a result, children's emotional well-being is promoted well.

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

Children are building strong bonds with their peers and they develop close relationships with the childminder's own children. Their behaviour is good and with clear boundaries and eye contact children are learning about appropriate ways in which to behave. The childminder spends time joining in with the activities that children take part in and she supports their learning effectively. For example, children hang a range of washing on the child sized washing line, as the childminder supports their physical development by explaining and demonstrating how to open and close the pegs. In her role as key person the childminder encourages their personal, social and emotional development as they prepare for their move on to school or from their home to the childminder's setting. She works closely with parents to ensure that children are ready for their move and that they are able to feel confident by encouraging their independence. For example, they develop

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

these skills as they prepare for outside play. The childminder encourages them to try and put on their own shoes and hats before supporting them if needed.

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

Children are developing a good awareness of their own personal safety and the childminder uses day-to-day situations to further develop this. For example, during lunchtime children are quickly reminded of the importance in sitting on their chairs. Additionally, as they use the outside apparatus the childminder reminds them of the consequences to standing up on the slide. As a result, these examples are used effectively to support children's understanding of personal risk. The childminder provides a range of balanced and nutritious snacks to support children's understanding of a healthy lifestyle. For example, they eat a range of fresh fruit on a daily basis and their individual dietary needs are consistently taken into account. The childminder regularly talks to children about being healthy, such as during their daily walks to and from school and children demonstrate a good understanding of keeping healthy. Additionally, as children prepare

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

for lunch they happily sing along to a song while washing their hands and are quick to explain that they must wash their hands to remove germs before eating. Children have good opportunities to enjoy fresh air and exercise and they enjoy outside activities, such as the resources in the garden. The childminder also encourages children's social skills during physical activities as they meet friends at the park or during toddler groups attended. Consequently, healthy lifestyles are well promoted and children's understanding of these are encouraged.

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provision

The childminder has a good knowledge and understanding of the Early Years Foundation Stage, safeguarding and welfare requirements. She has completed additional online safeguarding training and demonstrates a good awareness of the procedures to be followed in the event of a concern being raised. All required documentation is in place to support any concerns raised and the childminder is vigilant in protecting children in her care. For example, the childminder encourages children to protect themselves by prompting discussions around stranger danger and road safety and she ensures that children are always within her sight. All required suitability checks are completed and regular risk assessments are carried out to further promote the safety and well-being of children in her care. Consequently, children are protected and the safeguarding and welfare requirements are met.

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provision

The childminder's range of experience in childcare enables her to reflect on what children are learning and where improvements can be made. She has completed a qualification at level 3 and uses this knowledge to ensure that she is supporting and encouraging children's learning and development, overall. Through regular monitoring of the children's learning journals the childminder is able to see where gaps are appearing. However, there is scope to enhance the planning of activities so that children benefit from a wide range of experiences covering all areas of learning. The childminder reflects on her setting regularly and seeks to improve where ever she can. For example, she regularly talks to parents and children about their views and these are taken into consideration when planning for the future. As a result, the childminder demonstrates a good understanding of the importance of monitoring her practice. She regularly updates her knowledge through training and by

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provision

discussing practice with other professionals. Consequently, children are provided with good opportunities to learn and develop and they are reaching expected levels of development.

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provision

Partnerships with parents are good because the childminder encourages daily opportunities for discussion and this supports the good partnerships in place. Children's overall well-being is well promoted and their feelings of security are fully encouraged. Partnerships with other providers, delivering the requirements of the Early Years Foundation Stage, are clearly established and the childminder discusses children's learning with pre-school staff. As a result, the childminder demonstrates an understanding of the importance of engaging in professional working relationships with other providers. She uses the information she gains to expand on children's learning, and therefore, their development is enhanced.

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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 EY467163 Local authority Essex Inspection number 948976 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 2

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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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