Childminder in Thurrock

Inspection date

Previous inspection date 17/07/2014 24/11/2011

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early years provision

This inspection: 2 Previous inspection: 3 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 is effectively supported by the childminder's high quality of teaching across all areas of learning.  The childminder's service is supported by very well-organised systems, which ensure she securely meets all welfare and learning and development requirements.  Children are sensitively challenged and nurtured by the childminder who has an indepth understanding of each child's needs.  Partnerships with parents are highly successful and support children to settle well. The childminder is effective in sharing information about children's learning with parents.  The childminder ensures children are safe and secure in her care with the use of clear policies and effective procedures.

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It is not yet outstanding because

 There is scope to enhance the childminder's already good knowledge and understanding of supporting children with special educational needs and disabilities.

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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 sitting room.

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Inspection activities

 The inspector observed children playing with a variety of resources and interacting with the childminder.

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Inspection activities

 The inspector held ongoing discussions with the childminder throughout the inspection.

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Inspection activities

 The inspector looked at children's observation and assessment records, and the planning documentation.

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Inspection activities

 The inspector reviewed the childminder's self-evaluation form and improvement plans, policies and procedures, and children's information.

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Inspection activities

 The inspector took account of the views of parents and carers from information, including written comments on questionnaires.

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Information about the setting

The childminder was registered in 2011 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and child aged seven years, in a house in Essex. The whole of the ground floor and bathroom on the first floor and the rear garden are used for childminding. The childminder attends a range of local groups and activities at the local children's centre. She visits the shops and park on a regular basis. The childminder is able to collect children from the local schools and pre-schools. There are currently five children on roll, all 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. The childminder 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 the already good understanding of supporting children with special educational needs and disabilities. For example, by accessing targeted training opportunities.

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who attend

The childminder demonstrates a secure understanding of the Early Years Foundation Stage and the way children learn and develop. The childminder clearly has an indepth knowledge of all the children in her care. She uses her skills to plan a good range of activities and experiences, to meet children's individual needs. The children's comprehensive individual learning records clearly show the childminder's understanding of their development needs. The childminder carefully collects information through regular communication with parents and a good range of ongoing observations. Children's development records include the childminder's observations with photographs, information from other settings children attend and regular observations from parents. The childminder uses all the information she collects to very effectively plan for children's individual next steps in learning. As a result, children make very good progress in all areas

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who attend

of learning and development. The childminder shares the records with parents to provide them with a picture of their children's learning and to support them to continue children's learning at home. Information is very effectively exchanged on a daily basis during discussions and through daily diaries for each child. The childminder provides parents with observation sheets to support them to make a record of their children's learning at home. Consequently, parents have opportunities to be involved in their children's learning, which has a positive impact on their progress. The childminder works effectively to support smooth moves for children moving on to other settings and to school. The childminder makes very good use of high quality teaching methods to support children's learning and development. For example, the childminder sets out a range of small world toys for the children. The children are clearly delighted with the resources and

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who attend

they play with the small world people and the pirate ship. Children are able to freely access a wider range of toys and the childminder encourages them to extend their play using the cars and trucks and to build the train track. The children are thoroughly absorbed in their play. To develop and extend the children's communication and language skills, the childminder uses her interaction to describe what they are doing and how they play. She uses a range of vocabulary, talking about the colours and shapes of the trains and cars. Children's physical skills are being carefully developed as the childminder supports them to build the train track. Children's mathematical development is well supported by the childminder's interactions. For example, the childminder supports the children to count and to identify numbers, she talks to the children about bigger and smaller cars and trucks. The childminder plans an exciting and stimulating range of

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who attend

activities and experiences in her home, her garden and on visits to a wide range of early years activity groups. She provides lots of time and space for children to engage in free play, allowing the children to actively play and explore. As a result, children are leading and developing their play, and the childminder supports them by extending their learning through their own interests. The childminder provides a very good enabling environment with a wide range of resources that children can easily and safely access.

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who attend

The childminder uses effective assessments of the children's development to make focused and precise plans for the next steps in their learning. This ensures that children's progress is closely monitored and any gaps in learning are swiftly addressed. The childminder's indepth knowledge of the children effectively supports them to be securely prepared for the next stage in their learning, and to build skills so they are suitably prepared for school.

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

Children's personal, social and emotional development is very carefully nurtured by the childminder. The children are happy, confident and well settled in the childminder's home. The childminder's sensitive care ensures the children develop warm, close relationships with her. This clearly supports their growing independence and self-confidence. Children learn good hygiene routines and the childminder explains to them why they need to clean their hands before eating. Children's physical development is very well supported. The childminder ensures that children have lots of outdoor play. They have a wide range of activities in the garden, and at local parks and early years activity groups. Children learn to manage risk and understand about their own safety. For example, the childminder talks to the children about being careful when they use the different resources. Children are provided with healthy and nutritious meals and snacks and they have drinks with them at

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

all times. The childminder works closely with parents to ensure individual dietary needs are effectively met, to support the children's well-being.

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

The childminder's exceptionally positive attitude sensitively supports the children's behaviour. Children are carefully supported to develop good skills for self-control. The childminder uses her indepth knowledge of the children to identify when they may become upset or frustrated and she makes excellent use of distraction to encourage children's positive behaviour. Children's independence is successfully supported by the childminder. For example, the children have boxes of raisins for snack and the childminder encourages the children to empty their own boxes into their bowls. The children are clearly delighted with their achievements and the childminder enthusiastically praises them.

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

The childminder's risk assessments are very comprehensive and successfully ensure all areas in her home, and all outings are safe and secure. This supports the childminder to provide appropriate levels of supervision, while encouraging children's independence. The childminder takes the children to local activity groups. As a result, children are developing good social skills and learning about sharing and taking turns in larger groups. The childminder's positive attitude effectively supports children to be emotionally ready for moving on to pre-school, nursery or school.

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provision

The childminder shows a very clear and secure understanding of her responsibilities in meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. Through the use of very well-organised systems, the childminder ensures she has comprehensive records, policies and procedures that support children's safety and development. The childminder has attended the most up-to-date training to ensure she has a secure understanding of the potential indicators of abuse or neglect. She has a clear and well-documented policy and procedure, to support her in following the local guidelines for recording and reporting any child protection concerns.

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provision

The childminder makes good use of training, networking and guidance from professional associations to develop her service. She shows a secure understanding of the learning and development requirements, and successfully monitors the children's learning and the progress they make. For example, learning records contain observations and comprehensive assessments of each child's learning. This is further supported by the childminder's use of tracking documents and detailed plans for children's next steps in learning. These records clearly show the childminder's understanding of children's individual learning styles.

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provision

The childminder makes good use of reflective practice to ensure she is able to evaluate her service. She accurately identifies what she does well and what areas require improvement and has completed a detailed self-evaluation document. The childminder has a strong commitment to providing the best for the children and families in her care. She builds strong, supportive relationships with parents and uses individual settling-in processes that meet the needs of each child. Parents complete a comprehensive information sheet when their children start in the childminder's care. This provides the childminder with a good range of information, which she continues to build on throughout the children's time in her care. Each child has a daily diary and the children's individual learning records have observations from the childminder and parents. Parents have completed questionnaires which show how happy they are with both the care and

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provision

education their children receive. Parents comment positively that they find the childminder easy to talk to, they are happy with routines and the range of activities. The childminder attends the local children's centre on a regular basis. She attends training and networking opportunities wherever possible to support and develop her knowledge. However, there is scope to improve the childminder's already good understanding of supporting children with special educational needs and disabilities, for example, by accessing targeted training opportunities.

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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 EY420725 Local authority Thurrock Inspection number 875693 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 5

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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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