Childminder in Essex

Inspection date

Previous inspection date 14/07/2014 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 is purposefully promoted as the childminder constantly adapts her teaching, to ensure all children are included and activities are tailored to meet their individual needs.  The childminder provides a warm, welcoming environment where the children feel at home and form good attachments to the childminder. Children have lots of opportunities to be independent and develop the skills necessary for school.  Children are safeguarded as the childminder has a strong understanding of her responsibility to protect children in her care. She uses clear policies and her own good practice to promote children's safety and well-being.  Children benefit because the childminder is motivated and shows a very positive attitude towards continually developing her practice.

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It is not yet outstanding because

 There are fewer opportunities for parents to contribute what they know about their child's learning at home, in order to ensure an even more collaborative and consistent approach to the children's learning and development.

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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 indoor and outdoor learning environments.

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Inspection activities

 The inspector held discussions with the childminder about the children's progress and achievements.  The inspector viewed the children's development records.

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Inspection activities

 The inspector saw evidence of suitability and qualifications of the childminder, self- evaluation, risk assessment and policies and procedures.

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Inspection activities

 The inspector spoke to parents and viewed parent feedback obtained by the childminder prior to inspection.

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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 husband and one child aged two years in a house in Witham, Essex. The whole of the ground floor of the childminder's house and the rear garden are used for childminding. The family have two pet cats. The childminder attends a toddler group and activities at the local children's centre. She 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, five are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 7.30am 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:

 strengthen the partnerships with parents by promoting an ongoing dialogue or sharing of regular two-way observations of learning with parents, then use this shared knowledge and understanding to plan together and think through ideas of how to move the child forward.

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who attend

The quality of teaching is good. The childminder has a secure knowledge of how children learn. She plans a rich range of activities that cover the seven areas of learning to support the individual development of each child. The childminder provides a stimulating, well- resourced environment. Children freely choose between indoors and outdoors and can access resources independently. They are engaged and spend their time productively on activities. The childminder observes children's play and uses this information to effectively plan activities to challenge, inspire and motivate children to learn. Therefore, children make good progress towards the early learning goals.

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who attend

The childminder creates lots of opportunities for children to develop the skills they need to be ready for school. Children have good opportunities to develop their early writing skills. They have access to a good range of play equipment and writing materials, to help them learn about writing for a purpose. The childminder talks to children about letters and supports them to extend this by drawing the letters with a range of materials, such as shaving foam and pens. Interaction between the childminder and the children is very positive. The childminder is enthusiastic about children's learning and plays an active part in activities. She uses open-ended questions, which encourage children's critical thinking skills and they are engaged and motivated to learn. For example, the childminder asks the children how things feel and what they can see when playing with materials, such as shaving foam and water beads. Children are confident communicators. They speak to

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who attend

adults and their peers about their favourite things to do and ask other children questions. The childminder supports children to develop their creative and imaginative skills. For example, she asks open-ended questions during role play so children create and learn from their own ideas. Children develop their understanding of the world. For example, the childminder supports children's understanding of different kinds of people and the jobs they do.

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who attend

The childminder has good relationships with parents, who comment that they are happy with the care their child receives. She obtains information from parents when their children start and uses this information to inform her initial assessment of the children. Parents receive daily updates about the children's activities and their care needs throughout the day. The childminder speaks to parents about their children's progress. However, there are fewer opportunities for parents to contribute what they know about their child's learning at home, in order to ensure an even more collaborative and consistent approach to the children's learning and development.

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

Children form strong attachments to the childminder and confidently explore their surroundings. The childminder provides a friendly, welcoming environment, which enables the children to feel emotionally secure. The well-resourced environment allows children to freely access a range of toys and resources, which builds their self-esteem as they make their own choices. The childminder obtains information from parents about children's care needs before they start and she provides settling-in sessions for the children. Therefore, children experience a smooth transition from home to the childminder's home. The childminder regularly attends the local school. Children have the opportunity to see the classrooms and become familiar with the environment. Therefore, children's emotional well-being is further supported in preparation for them starting reception. Children are happy and enjoy their time in the childminder's care. Children are confident and talk to

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

and play with their peers and adults. Children make good progress in their personal, social and emotional development.

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

The childminder provides opportunities for children to be independent while in her care. Children get dressed, wash their hands and access drinks of water independently. Therefore, children learn important self-care skills. Children are educated about a healthy lifestyle. The childminder provides children with a well-balanced diet of healthy meals and snacks. Children independently access a water dispenser throughout the day. This means that children are consistently given good messages regarding making nutritious choices, which contribute to a healthy lifestyle. The childminder gathers important information about the children's medical needs or special dietary requirements, to ensure they remain healthy and safe. Children have lots of opportunities for physical exercise. The childminder regularly takes the children to the local park, where children play physical games such as running races. Children learn good hygiene in the childminder's care. For example, the

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

childminder supports children's understanding of why it is important that they wash their hands before eating.

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

Children's behaviour is good because the childminder effectively implements boundaries and gently reminds children of these on a regular basis. As a result, the children learn to play cooperatively and respect each other. Children learn good manners while in the childminder's care. For example, the childminder prompts children to say please and thank you. Children learn about their personal safety. For example, they wear high visibility vests when out walking with the childminder. Children learn how to manage risk when they play on the large play area equipment.

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provision

The childminder has a good understanding of the requirements of the Early Years Foundation Stage. All documentation that supports children's safety is in place. The childminder has a good understanding of her responsibility to safeguard children. She has completed safeguarding training and is aware of procedures and whom to contact if she has a concern about a child. The childminder and other adults living in the household have Disclosure and Barring Service checks, which ensure they are suitable to work with and live on the premises where childcare takes place. The childminder places a high importance on the children's safety. Daily risk assessments of the premises and for outings are carried out. Therefore, children are kept very safe while they are in the childminder's care.

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provision

The childminder has made an enthusiastic start to her business. She has good monitoring systems in place for the educational programmes and understands the impact of good monitoring on children's development. The childminder has good assessment methods in place, which help her to track children's progress towards the early learning goals. The childminder's self-evaluation is comprehensive and highlights areas for improvement. Parents have completed satisfaction questionnaires and the childminder actively responds and incorporates parents' views into her practice. The childminder has a wealth of experience in childcare and understands the impact her knowledge has on children's learning and development outcomes. The childminder intends to continue to further her knowledge by regularly attending training, in order to support the needs of the children in her care.

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provision

The childminder has formed good partnerships with parents and local schools. Parents comment on how well their child is learning and developing in the childminder's care. The childminder shares a range of policies and documents with the parents so that they are aware of what to expect. Parents receive daily feedback about their child's day and the activities they have been doing. Parents are invited to make their own notes in the diaries. Observations and assessment records are shared with the parents. The childminder has formed relationships with the other settings children attend and has discussed their progress, which supports their transition and future learning.

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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 EY473491 Local authority Essex Inspection number 954842 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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