Childminder in Essex

Inspection date

Previous inspection date 25/07/2014 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 form close relationships with the childminder and feel safe and secure in her care.  The childminder has good partnerships with parents which, allows for the exchange of important information to enable her to plan effectively to meet children's learning needs.  The childminder has a good knowledge of safeguarding procedures which, ensures children remain safe in her care.  The childminder has a good understanding of how young children learn and plans a range of exciting activities to support their development.

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It is not yet outstanding because

 Children's already good communication and language skills can be further enhanced through the more regular use of songs and rhymes.  The ongoing monitoring of the areas used for childminding is not sufficiently robust to ensure that hygiene is continuously promoted to the highest possible level to ensure children's well-being.

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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 was shown the downstairs rooms and outside area used for childminding.

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Inspection activities

 The inspector looked at children's learning journals, assessment records and planning documentation.

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Inspection activities

 The inspector observed activities in the indoor and outdoor learning environments and spoke with children.

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Inspection activities

 The inspector checked evidence of the childminder's suitability and qualifications and looked at a selection of relevant documents.

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Inspection activities

 The inspector had discussions with the childminder and parents at appropriate times during the inspection.

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Information about the setting

The childminder was registered in March 2013 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her two children in Rowhedge, near Colchester. The downstairs bathroom, kitchen, living room and enclosed garden are used for childminding. The family has one dog and five cats as pets. The childminder walks to the local toddler group and takes children to town on the bus. She walks to school and pre-school to collect children. There are currently four children on roll, two of whom are in the early years age group. The childminder operates all year round from 8am 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:

 extend the existing opportunities children have to hear and join in with singing and rhymes to enhance the already good progress they make with their communication and language skills

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

 ensure risk assessments are more robust and cover all areas and aspects of the home used for childminding and take account of how to ensure the cats do not compromise the hygiene and cleanliness of the areas used by children.

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who attend

The childminder provides a wide range of interesting resources for children to play with. She uses the outside space to creatively display activities so they are interesting and inviting. This means children can clearly see and access what they would like to play with. They eagerly and independently engage in activities building self-confidence and independence. Children make good progress in the prime areas of learning. Their physical development is especially well supported as they spend plenty of time outside and the childminder regularly takes them to swim in her small swimming pool. This contributes to the consistently good progress they make and helps to ensure that they are ready for their next steps in learning.

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who attend

The childminder knows children well and plans stimulating activities to meet their learning needs in all areas of learning. Children become engrossed in pouring and tipping coloured rice with the various containers, jugs and vehicles. They develop good hand to eye coordination and learn about the properties of materials. Children spend time exploring water and bubbles. They talk about the size of the containers they use and learn about capacity and volume as they fill and empty them. The childminder supports the children's engagement by adding further utensils and narrating the children's play. Consequently, children use language, as well as actions, to describe what they are doing. Children make good progress with their communication and language skills. They learn new vocabulary and they learn to listen as childminder asks, 'Can you hear the rain beating down on the gazebo?' Children develop their vocabulary further when they sometimes join in with

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who attend

rhymes or the songs the childminder sings with them. However, there is scope for the childminder to enhance this area of her provision by offering children more regular opportunities to engage in musical activities to promote their language skills even further. The childminder identifies children's level of development when they begin attending her setting, including any additional needs they have. She works in partnership with parents to ensure effective measures are in place to support children's development.

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who attend

The childminder has effective systems in place to monitor children's progress towards the early learning goals. She collects information about the individual interests children have and she uses this information to plan exciting activities that match their learning needs. As a result, children happily engage in activities and spend time actively playing, exploring and learning. The childminder completes accurate observations of children's learning and supports these with photographs, which she keeps in their individual learning journals. She uses this information to map children's progress, identify and plan for their next steps in learning. She maintains 'Wow' moments, which record children's significant achievements and she shares these with parents through the learning journals, which involves parents well in their child's learning.

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

Children form secure bonds with the childminder and her children. The childminder greets children enthusiastically, collects them from their car and carries very young children into her home. This ensures children feel welcome and have a sense of belonging. The childminder encourages parents to share important information about their children's well- being as they drop them off. As a result, the childminder is able to understand and cater for children's needs and parents' wishes. Consequently, children settle well as they benefit from consistent shared routines. Children behave well. This is because they receive lots of positive praise for appropriate behaviour. The children confidently call for the childminder when they need her, secure in the knowledge that she is responsive to their needs. The childminder's home is organised well and activities are laid out ready for children. This ensures they can engage with activities as soon as they arrive. For instance, they play

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

alongside the childminders children and make up stories with toy people and emergency vehicles. Stair gates are in place to restrict the childminders dog from accessing the areas used for childminding. However, the childminder's cats walk freely around the house which potentially means some previously cleaned areas may become dirty and pose a hygiene risk to young children.

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

The childminder ensures children stay safe as they play outside. The area is thoughtfully laid out and includes shaded areas for children to play in. She restricts children's access to the swimming pool with a high fence to keep them safe. The childminder applies sun cream and children wear hats, which they start to understand is to keep them safe from the sun so they do not burn. Children are reminded that it is important to have lots of drinks in hot weather to stay hydrated and, to ensure this, the childminder provides frequent beakers of juice. Children learn healthy routines as the childminder takes them to wash their hands before lunch. They choose what they would like to eat in their sandwiches and the childminder stays close and as they sit and eat. She offers lots of encouragement and rewards children for eating healthy choices which, helps them to develop good eating habits.

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

Children enjoy a variety of activities in the childminder's garden and move about freely which, promotes their independence and sense of well-being. They enthusiastically change into swimming costumes and wear appropriate buoyancy aids to go in the childminder's swimming pool. She stands in the pool and keeps the children under close supervision as they happily splash about developing very good physical skills as well as their confidence in water. The strong emotional attachments children form in the childminder's care prepares them well emotionally for their future transitions and their next stage in learning.

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provision

The childminder has a comprehensive range of policies to support her childminding practice. All essential regulatory documentation is clearly displayed for parents and the required childminding contracts are in place. This ensures that parents are fully informed of the childminders business arrangements. The childminder demonstrates a sound knowledge of safeguarding practices. She is aware of the possible signs of abuse and the procedure to follow should she be concerned for a child's welfare. The childminder completes an annual risk assessment to ensure her home is safe for children. A daily risk assessment and safety measures mostly help to ensure children's ongoing health and safety. However, the risk assessment is not sufficiently robust to minimise the possible risks her cats pose to the hygiene and cleanliness of the areas of her house used for childminding. The childminder supervises children well and ensures that all household

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provision

members over the age of 16 years have completed suitability checks. Her home is secure to prevent unauthorised access and the risk of any child leaving her premises.

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provision

The childminder is proactive in developing her childcare practice. She has sought the advice of her local authority development officer. This advice has helped her develop the learning environment in her home to meet the needs of younger children. She has a clear professional development plan in place which, identifies her future training needs. This ensures she continues to develop her childcare knowledge and skills. Self-evaluation is completed and helps her to reflect accurately on the strengths and weaknesses of her service and practice so she is able to target areas for future development.

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provision

Partnerships with parents are strong and allow for the effective exchange of information to support children's all round development. Parents are kept well informed about their children's progress and there is a two-way flow of information between home and the childminder. The childminder has effective systems in place for sharing information about children's learning with the other settings they attend. This ensures continuity for children and helps them make progress. She understands the value of having links in place with local schools to aid children's transitions and to support their school learning. She is aware that there may be occasions when she needs to work in partnership with specialised professionals to support children with special educational needs or children who speak English as an additional language. Parents comment favourably about the childminder, praising her for supporting their children's learning needs and helping children to feel safe.

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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 EY441019 Local authority Essex Inspection number 956045 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 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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