Childminder in Essex

Inspection date

Previous inspection date 22/08/2014 11/05/2012

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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

 The childminder and assistants have a secure knowledge of child development and effective teaching strategies. As a result, children make good progress as they play in a stimulating environment.  Children form warm attachments with the childminder and assistants. This means that children are happy and interested in their activities and show good levels of independence, curiosity, imagination and positive behaviour.  The childminder and assistants have a good knowledge of how to keep the children safe and secure and they take their safeguarding role seriously. This ensures that the children remain safe within their care.  The childminder is a very reflective practitioner and plans for the future are well- targeted to bring about further improvements to children's learning and development.

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It is not yet outstanding because

 There is room to enhance the partnerships with parents by increasing opportunities for them to share information about their children's learning at home, to enable the childminder to have a more complete view of every child's development.  Partnerships with the other early years settings that children attend have not been fully embedded, to enhance continuity in 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 and looked around the ground floor of the premises.  The inspector held discussions with the childminder, an assistant and the children.  The inspector viewed a sample of the children's development records.

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Inspection activities

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

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Inspection activities

 The inspector took account of the views of parents from references obtained by the childminder.

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Information about the setting

The childminder was registered in 2009 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her child aged five years. They live in a house in Basildon, Essex. The childminder works with two assistants. She uses the whole of the ground floor and the rear garden for childminding. The family has a cat and keep terrapin turtles as pets. The childminder attends a local toddler group and activities at the local children's centre on a regular basis. She walks or drives to local schools or pre-schools to take and collect children. There are currently nine children on roll, of these three children are within the early years age range. The childminder also offers care to children aged up to 11 years. The childminder operates all year round from 7am to 7pm, Monday to Friday, except family holidays. She is a member of 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 ways for all parents to engage in children's learning, for example, by enhancing the opportunities for them to contribute ongoing information about their child's learning at home

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

 strengthen the relationships with all the other early years settings children attend, so that there is a more effective method for sharing knowledge and understanding about children's learning and development.

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who attend

The childminder has developed a secure knowledge of the learning and development requirements of the Early Years Foundation Stage and understands how young children learn. A wide variety of activities and outings are offered that provide challenge and are linked to the seven areas of learning. Since the last inspection, the childminder has developed her planning and assessment systems in order to fully track children's progress and plan for their next steps in learning. She knows children well, observes them regularly and uses information effectively to plan effective learning experiences. As a result, children are making good progress given their starting points. The childminder supports parents to be involved in their child's learning as they are kept informed of progress on a daily basis. They often discuss progress summaries with the childminder, including the required progress check for children between the age of two and three years. Parents

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who attend

have access to their child's records through an online early years software application. The childminder seeks good information on children's starting points from their parents. Ideas to extend children's development at home are also provided by the childminder. However, the childminder does not consistently obtain further ongoing observations from parents relating to their children's learning at home. This means that planning is not always sharply focused, as the childminder does not have a complete all-round view of every child's interests and achievements.

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who attend

Teaching is good. The childminder provides an exciting and vibrant play area, both indoors and outdoors for children. Resources are accessible and stored at child height. In addition, children have access to a photograph album that enables them to select toys stored out of sight in the cupboards. This enables children to be independent in their choices and self- select what they want to play with. As a result, they show their growing confidence as they make decisions for themselves. The childminder and assistants follow the children's lead, listening carefully to their ideas and initiating children's play preferences, such as playing outdoors in the playhouse. Here, children act out role play scenarios and make lunch with cups of tea. Carefully formed questions are effectively used to elicit interesting answers from the children. Consequently, this activity evolves into a conversation about shopping, writing shopping lists and shopping with their parents. The childminder ensures

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who attend

that children have access to natural and sensory materials every day. For example, children experiment when mixing sand and water or show great pleasure in tactile experiences, such as investigating corn flour 'gloop'.

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who attend

Children learn useful skills that help prepare them well for the next stage in their learning and eventually for school. The learning environment is rich in text. The childminder displays and labels children's work, and provides a wealth of pictures and text. For example, the childminder displays number lines and key words with pictures. As a result, children are developing early literacy skills and learning that print conveys meaning. The childminder also introduces children to letters and sounds, so they start to recognise their names and develop a love of books. Children enjoy being outside and develop their physical skills well. They use wheeled toys and scooters with enthusiasm. In addition, the childminder takes children to the park, where they use a wider range of equipment, such as, the climbing frame and slide to further develop skills in balance and coordination.

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

Children are happy and confident in the childminder's care and have formed a strong emotional attachment to her and the assistants. The childminder supports new children as they come into her home through an effective settling-in procedure, which is individual to each child's emotional needs, ensuring that children settle quickly and happily. The childminder often praises children's achievements and this ensures that children are confident learners who are emotionally well prepared for the next stages in their learning. Children move freely around the childminder's home and enjoy playing with the resources available which promotes their confidence and independence. The childminder supports children who are making the move on to school. She talks to the children about starting school and ensures that they are developing their independence skills. In addition, children visit the schools when collecting older children so they become familiar with the

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

teachers and building. As a result, children make a smooth transfer and are emotionally prepared when they start full-time education. The childminder supports children in understanding about a safe and healthy lifestyle. She is attentive to children so that they effectively learn how to keep themselves and others safe. She is quick to teach them the house rules, such as sitting to eat. The childminder offers explanations when teaching them how to use toys safely. The childminder uses everyday situations to promote children's awareness of keeping themselves safe. For example, she asks them to stop, think and be careful as they go out into the garden. Children learn about road safety on outings and regularly practise the emergency evacuation procedures. The childminder praises children constantly, which helps to develop their self-esteem. Children are aware of their boundaries and learn to share and take turns. Consequently, they learn to manage their feelings and behave well.

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

Healthy lifestyles are promoted as the childminder encourages children to eat a healthy diet and try different foods. Children eat a variety of fruit at snack time, pour their own drinks and are developing good table manners. Children develop a good range of physical skills as they enjoy regular opportunities for fresh air and exercise. They relish the opportunity to choose between indoor and outdoor play. Good hygiene routines help children to understand the importance of keeping themselves clean. Children are supported well to develop an awareness of their own toileting needs and the childminder encourages them to clean their hands at appropriate times during the day and after messy activities.

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provision

The childminder has a good understanding of the requirements of the Early Years Foundation Stage and implements it well to promote children's welfare and safety. She also ensures that her assistants have job descriptions so they are fully aware of their responsibilities. The childminder understands her duty to ensure that all adults who care for the children have completed appropriate background checks. In addition, the childminder and assistants have completed first-aid and safeguarding training. This means they have a good understanding of the procedures to follow should they have any concerns regarding the children in their care. The safeguarding policy, which is shared with parents, includes the action to take and phone numbers of who to contact to seek advice and support. The premises are safe and secure. The childminder conducts regular evacuation drills with children and tests her fire alarms. Written risk assessments are in

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provision

place which shows how the childminder has identified and minimised potential hazards to ensure children's safety, both on and off the premises.

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provision

The childminder has effective systems in place to evaluate and reflect on her practice. She has attended a number of training courses that relate to the Early Years Foundation Stage and thoroughly analyses the service she offers. From this, she identifies priorities for continued professional development and service improvement. The action and recommendations from the previous inspection have successfully been addressed. The childminder regularly asks parents for their views and suggestions and documents their comments in her plans for improvement. As a result, she is has a clear vision as to how she wishes to develop her service. The childminder effectively monitors children's progress and her observation and assessment arrangements, to ensure children make good progress. This means she is able to carefully track children's progress to make certain that no child gets left behind.

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provision

The environment is welcoming and friendly, which means parents feel comfortable and able to speak to the childminder about their requirements. Partnerships with parents are professionally managed and a wide range of written information is readily available. Important certificates and notices are clearly displayed and parents view information about their children's progress on the early years software application. Parents make positive comments about the care provided and compliment the childminder and her assistants on the way they keep the children busy with fun activities. The childminder has a clear understanding of the importance of working in partnership with external agencies. She attends local childminding groups and liaises with the local authority early years advisers. The childminder has good links with the local nurseries or pre-schools. However, the arrangements for sharing observations with key persons in these early years settings

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provision

are not yet fully embedded. This means that there is room to enhance continuity in the care and learning of the children who also attend other early years settings.

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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. 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

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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.

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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 EY384703 Local authority Essex Inspection number 821651 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 9 Number of children on roll 9

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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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