Childminder in Thurrock

Inspection date

Previous inspection date 08/08/2014 Not Applicable

p.1

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

p.1

This provision is good

 The childminder is highly effective in meeting children's learning and development needs through high quality teaching.  The childminder provides a highly organised provision, which ensures she is able to securely meet all legal requirements.  Children benefit from warm and nurturing relationships that ensure they settle well, enabling them to develop a sense of security.  Successful partnerships with parents allow the childminder to gather good information at admission and to continue to exchange information in a variety of ways.  Children are kept safe and secure in the childminder's care through the use of good policies and procedures and effective risk assessments for the home and all outings.

p.1

It is not yet outstanding because

 There is scope to strengthen the childminder's understanding of supporting children with special educational needs and/or disabilities.

p.1

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

p.2

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.

p.2

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.

p.2

Inspection activities

 The inspector observed activities in the playroom and viewed all other spaces used by children.  The inspector observed children at play and interacting with the childminder.

p.2

Inspection activities

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

p.2

Inspection activities

 The inspector looked at children's assessment records and planning documentation and the childminder's policies and procedures.

p.2

Inspection activities

 The inspector checked the suitability of all persons living in the home and working with children, the provider's self-evaluation form and improvement plans.

p.2

Inspection activities

 The inspector took account of the views of parents and carers from information including children's records and questionnaires.

p.2

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 and two children aged 16 years and 18 years, in a house in Grays in Essex. The ground floor playroom, the sitting room and kitchen, the toilet and one bedroom on the first floor and the rear garden are used for childminding. The family has a three dogs and guinea pigs as pets. The childminder attends local groups and visits the shops, park and library on a regular basis. She collects children from the local school. There are currently four children on roll, two of whom are in the early years age group and attend for a variety of sessions. She operates all year round, from 7am to 7pm, Monday to Friday, except bank holidays and family holidays. She is a member of the Professional Association for Childcare and Early Years.

p.3

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

 strengthen understanding of supporting children with special educational needs and/or disabilities, for example, by accessing targeted training. opportunities

p.3

who attend

The childminder effectively uses her knowledge and skills to plan interesting activities and experiences that support and extend children's development across all areas of learning. The childminder demonstrates a secure understanding of the Early Years Foundation Stage and the children's individual learning styles. She uses very effective procedures to gather information about children's starting points when they come into her care. As a result, the childminder has secure knowledge of children's learning needs. The childminder has developed very secure systems for assessing children's learning that ensure they make good progress and are well supported for the next steps in their learning. For example, the childminder uses a combination of formal tracking and spontaneous observations to ensure she has a very clear picture of children's learning and development. The extensive information enables the childminder to effectively identify any

p.3

who attend

gaps in learning and swiftly address them. Children benefit from the childminder's high quality teaching and the enabling environment she provides both in her home and on outings. The in-depth knowledge the childminder builds ensures she is able to successfully support children to move on to the next stage in their learning.

p.3

who attend

The childminder carefully supports children to encourage them to be active learners and to lead and develop their play. The childminder is skilfully able to extend children's learning through their own interests. For example, while at play with the dolls, children feed the baby and the childminder encourages them to choose different resources to extend their play. Children benefit from opportunities to explore natural resources, such as grass, straw and leaves from the garden. They are absorbed with this activity and clearly delighted as they discover the textures and smells of the resources. To extend and develop good communication and language skills, the childminder provides a description of what children do as they explore and discover. For example, she uses a wide range of language talking about the feel and smell of the natural resources. The childminder's interactions with children demonstrate how well she is supporting them to develop good language and

p.3

who attend

communication skills. She listens to them with care and sensitively models speech for them, encouraging them to repeat the words she models. Children play confidently, easily engaging with adults and using early communication skills to make their needs known. For example, children successfully indicate what they want to play with and when they are ready for snack or drinks. The childminder extends the range of activities and experiences through play in the garden and regular outings to the beach, the park and visits to local groups.

p.4

who attend

The children's ongoing learning records are clear and enable the childminder to effectively share them with parents. The wide range of information the childminder gathers supports her to effectively identify children's interests and learning styles and to plan well to support their next steps in learning. In order to support children's learning at home, parents are provided with observation sheets for them to complete and share with the childminder. The childminder has good relationships with local schools and is aware of the importance of ensuring she continues to develop these to support children who may be moving on from her care to school. The in-depth knowledge the childminder builds of children ensures she is able to effectively support them to move on to the next stage of their learning.

p.4

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

The childminder carefully and sensitively meets children's personal, social and emotional needs effectively. This supports children to be happy and secure and to feel at home in this warm, nurturing environment. Children's positive relationships with the childminder ensure they are able to make their needs known and express themselves. The childminder carefully supports children's independence, helping them to develop personal skills. For example, the childminder encourages the children to feed themselves by carefully supporting them to choose to use their hands or a spoon and fork at snack and mealtimes. Children learn about good hygiene practice using hand-washing routines. In the bathroom, children have their own towel, which is changed daily. The childminder ensures children have good, well-balanced, healthy diets. She works with parents to ensure all dietary needs are met. Children are offered a good variety of meals and snacks

p.4

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

and daily menus are displayed for parents. Children are provided with drinks at all times throughout the day. Children's physical development is very well supported through both indoor and outdoor play opportunities. For example, children develop skills to move independently as they are supported to stand safely at activities. To ensure children begin to understand about their own safety, the childminder talks to them about moving safely and using the resources with care. Children's positive behaviour is nurtured and developed by the calm, caring attitude of the childminder. She has policies and procedures that ensure consistent positive strategies are in place to support good behaviour. The childminder knows children well and monitors their behaviour so that she can effectively distract them when they become upset or frustrated. The childminder uses her skills to provide an enabling emotional environment

p.4

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

that effectively builds children's confidence and self- esteem. This supports children to feel safe and secure in her home and to develop good attachments with the childminder.

p.5

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

The childminder risk assesses all areas in her home and all outings with care, ensuring she can provide appropriate levels of supervision while encouraging children's independence. Families are offered exceptionally flexible procedures for settling children in. For example, children are welcomed to visit with parents at the childminder's home and on outings to support them to form good attachments, helping them to feel secure. The childminder's positive attitude effectively supports children to be emotionally ready for moving on to pre-school, nursery or school.

p.5

provision

The childminder shows a clear understanding of her responsibilities in meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. Children are successfully supported through the well-organised systems that ensure all the required records and policies and procedures are in place to keep children safe and protected. The childminder is fully aware of her responsibility to protect children and of potential indicators of abuse or neglect. She has a clearly documented policy and has completed safeguarding training to ensure she is secure in the local procedures for referrals. A comprehensive range of detailed risk assessments ensure children's safety is securely maintained at all times, both in the childminder's home and on outings.

p.5

provision

The childminder shows she is very well motivated to improve and develop her service. For example, she makes very good use of training, her own research and guidance from and professional associations, to ensure she continues to extend her knowledge and skills. As a result, the childminder has developed comprehensive planning and assessment procedures to ensure she is able to accurately monitor children's progress. However, the childminder is eager to extend her service and feels that she would benefit from further training to enable her to care for children with special educational needs and/or disabilities. Her effective use of self-evaluation successfully includes the views of parents and children. The childminder uses questionnaires to seek feedback from parents and talks to children to ensure they can share their ideas.

p.5

provision

The childminder builds exceptionally strong relationships with parents. She gathers comprehensive information from parents about children's starting points and continues to exchange information about children's learning at home. The childminder shows a good awareness of effective methods for completing the progress check for children between the ages of two and three years and sharing this with parents. Parents benefit from ongoing communications, which include discussions and daily diaries. They make very positive comments that show how delighted they are with the childminder's care of their children.

p.5

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

p.6

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. We re-inspect nurseries and pre-schools judged as requires improvement within 12 months of the date of 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

p.7

Grade Judgement Description

is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. Met There were no children present at the time of the inspection. The inspection judgement is that the provider continues to meet the requirements for registration. Not met There were no children present at the time of the inspection. The inspection judgement is that the provider does not meet the requirements for registration.

p.7

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.

p.8

Setting details

Unique reference number EY474665 Local authority Thurrock Inspection number 956726 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 4

p.8

Name of provider

Date of previous inspection not applicable

p.8

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.

p.8

Type of provision

For the purposes of this inspection the following definitions apply:

p.8

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.

p.8

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.

p.8

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.

p.9

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,

p.9

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’.

p.10

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.10