Childminder in Essex

Inspection date

Previous inspection date 17/07/2014 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

 The childminder delivers good teaching through providing a wide range of interesting and challenging activities and resources. She asks children open-ended questions about what they are doing and what choices and decisions they are making, and this empowers children to become independent and make choices for themselves.  Children have quickly established strong bonds and attachments with the childminder and her family. This promotes children's feelings of safety and security, and they display good levels of confidence and self-esteem.  The childminder prioritises children's safety at all times. She has a secure knowledge and understanding about her role and responsibility to protect children and keep them from harm.  The childminder has established effective partnerships with parents and other key persons in the children's lives. This benefits children by providing consistency and coherence at home, in other settings and with the childminder.

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It is not yet outstanding because

 There is scope to expand children's opportunities to further develop their growing physical skills. For example, through providing sturdy equipment to enable babies to develop their walking skills.

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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 spoke to and interacted with the childminder and children throughout the inspection.

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Inspection activities

 The inspector looked at the environment, resources and equipment provided and how effectively they are used to support children's play and learning.

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Inspection activities

 The inspector examined a selection of information and documentation relating to the suitability of adults, children's safeguarding, welfare and developmental progress.

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Inspection activities

 The inspector and childminder jointly observed and discussed children's learning and development during outdoor playtime.

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Information about the setting

The childminder was registered in 2014 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband, two adult children and one child aged 14 years in Harlow, Essex. The whole ground floor of the house and the bathroom and master bedroom on the first floor are used for childminding. The childminder uses her garden and takes children to the local park for outdoor play. The family has a pet dog. The childminder collects children from the local school and pre- schools. She operates all year round from 7am to 6pm, Monday to Friday, except Bank Holidays and family holidays. There are currently seven children on roll, five of whom are in the early years age range. Children attend for a variety of sessions. 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:

 provide further opportunities for babies to independently pull themselves to standing and develop their walking skills.

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who attend

The childminder has a good understanding of the Early Years Foundation Stage and provides good quality teaching. She regularly observes children and uses the information to measure children's progress from their individual starting points. The childminder effectively supports children to develop their communication and language through play and discussion. For example, she asks the children open-ended questions about what they are doing. She talks to them and asks them about the different shapes, colours and textures that they are exploring. The childminder effectively uses appropriate and timely interventions, which enable children to learn to assess risk for themselves and explore safely. For example, toddlers negotiate the steps in the garden carefully and confidently, with occasional reminders from the childminder. Babies are encouraged to walk with the childminder holding onto their hands. However, there are limited opportunities for them to

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who attend

pull themselves to standing or experiment with their walking skills without the childminder holding them. The childminder praises children's achievements, which raises their self- esteem and gives them the confidence to take the next steps in their learning and development. The childminder offers a wide range of interesting and exciting activities which promote children's good progress across all areas of learning.

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who attend

Children regularly attend parent and toddler groups, which enables them to get used to learning in group situations. The childminder praises children's good behaviour and uses positive reinforcement, such as reward charts, to ensure that they develop and adopt the attitude skills and confidence they need to be good learners. She plans and provides a varied selection of age-appropriate activities, which enable children to gain positive skills and dispositions. For example, toddlers help get the changing mat out for themselves and make good progress in their self-help skills. As a result, children display the confidence and skills they need to be ready for nursery and school. The childminder clearly identifies individual children's next steps in their learning and development. She does this through regular observations which are incorporated into the planning of future activities.

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who attend

Partnerships with parents are effective because the childminder offers flexible arrangements to meet the individual needs of families. She actively involves parents and carers to enable them to be a part of their child's learning. She obtains detailed information from parents, which enables her to understand the children and helps them to settle quickly and confidently. Children's daily ongoing progress is shared through a daily diary as well as through children's learning journeys. The childminder and parents speak on a daily basis and share information to ensure the good consistency of care and learning for the children. Parents are involved in their children's learning as they share any milestones and progress that they have seen at home and talk about their children's achievements. As a result, children's learning and development is successfully promoted because of the consistency between parents at home and the childminder in her setting.

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

Children's emotional well-being, confidence and self-esteem are successfully promoted because the childminder's skilled and nurturing nature encourages children to form effective relationships and affectionate bonds with her and her family. She talks to them at their level and she values their affection. As a result, children's behaviour is good and they are happy and content in her care. The childminder provides a calm, friendly and welcoming environment where children have room to grow in confidence and develop their self-esteem. The childminder is very creative, providing a good range of suitable equipment and individually tailored resources, which are easily accessed by the children. This promotes children's independence and choice and encourages them to freely explore this inviting environment.

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

Children benefit from individually tailored settling-in procedures, in partnership with parents. This enables them to quickly feel secure and happy in the childminder's home. Effective and regular links with parents ensure that children's routines, care needs and well-being are successfully supported. The childminder has a good understanding about the children in her care, and they show that they have strong attachments with her in return. Children clearly enjoy the childminder's company. This is evident as they happily leave their parents chatting in the garden and gravitate towards the childminder. Even young babies leave their parent happily and are content in the childminder's care. Children show that they understand how to keep themselves safe while exploring. For example, toddlers recognise and understand that they have to carefully negotiate the steps in the garden safely. Their independence is supported by the childminder, who gives clear

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

direction and encouragement to allow children to try to do things for themselves while being aware of hazards. This practice effectively promotes their personal independence skills and self-confidence. Children have regular opportunities to participate in a wide range of physical exercise indoors and outside. They are developing good routines in their own personal hygiene, including the toddlers, who help by getting the changing mat in readiness for having their nappy changed. Children's meals are mainly provided by the parents. The childminder is aware of the need to encourage children to adopt a healthy attitude to eating well, including fresh fruit and vegetables. Children participate in growing some of their own herbs and vegetables in the garden, which supports their learning to adopt healthy living. Toddlers and babies are encouraged to feed themselves in relation to their age and abilities. For example, the childminder gives babies their own spoon while she is feeding

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

them, and follows this with a cheese triangle for the baby to explore. Children are gaining confidence and competence through the childminder's good care practices. She is effective in ensuring that children's welfare and emotional well-being are well met in readiness for school.

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provision

The childminder effectively meets the safeguarding and welfare requirements because she ensures that suitable checks are carried out on all adults in her home. In addition, she carries out robust risk assessments inside her home and when on trips and outings. The childminder has a clear understanding of her responsibilities and procedures to be followed in the event of a child protection concern. Therefore, children are effectively safeguarded.

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provision

The childminder evaluates and monitors the quality of teaching and learning that she provides. She measures this by assessing children's progress against the typical expectations for their age. She actively seeks new ideas and activities which interest the children, and provides suitable challenges which enable them to try new things and make progress. She uses careful questioning to engage children's interest in a variety of learning experiences based around a favourite toy, activity or character. The childminder continues to expand her knowledge and training through networking with other childminders and links with the local children's centre.

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provision

Partnerships with parents and links with other settings that children attend are effective because the childminder works closely with them to meet the needs of the child. Written daily diaries, backed up by verbal discussion and records of children's progress, enable parents and other providers to have a detailed understanding of children's ongoing learning and development. The childminder successfully links with other professionals and key persons to promote a consistent approach in the children's care, welfare and learning. The childminder talks to parents and other professionals, in order to help her to evaluate the strengths and areas for improvement in her practice. In addition, she seeks ideas and feedback from the children, which enables her focus plans for further improvements. As a result, the childminder clearly displays the motivation and enthusiasm to continue to make further improvement to her good early years setting.

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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 EY472284 Local authority Essex Inspection number 952190 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 7

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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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