Childminder in Essex

Inspection date

Previous inspection date 15/09/2014 30/03/2011

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early years provision

This inspection: 2 Previous inspection: 2 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 has a good understanding of how children learn through play and how to promote their learning effectively. As a result, children make good progress towards their early learning goals.  Children enjoy a warm and secure relationship with the childminder. This builds their confidence and self-esteem well as they happily explore and learn.  Children are well protected because the childminder has a good understanding of safeguarding procedures and ensures children can play and learn in a secure environment without fear from harm.  Partnerships with parents are valued by the childminder and she ensures they are fully informed about children's progress. This ensures children's achievements are celebrated and their development is promoted consistently.

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It is not yet outstanding because

 There is scope to further develop the already strong links with other local providers and ensure that children's learning needs are consistently coordinated.

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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 childminder's house and talked with the childminder.  The inspector viewed the areas of the premises and garden used for childminding.

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Inspection activities

 The inspector looked at children's assessment records, planning documentation, evidence of suitability of household members and a range of other documentation, including the safeguarding procedures.

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Inspection activities

 The inspector took account of the views of parents, as recorded in written questionnaires and reference letters.  The inspector reviewed the provider's hardcopy self-evaluation form.

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Information about the setting

The childminder was registered in 2006 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children of adult age and a son aged 11 years. They live in a house in Noak Bridge, Essex. The childminder uses the downstairs of her home and the rear garden for childminding. She collects children from the local schools and pre-schools. There are currently 12 children on roll, 10 of whom are in the early years age group and attend for a variety of sessions. She operates all year round from 7am to 6pm, Monday to Friday, except bank holidays and family holidays.

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

 strengthen the already good partnerships with other providers of the Early Years Foundation Stage, to enable even better sharing of information and consistent support for children's individual needs.

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who attend

Children are confident and happy as they spend time with the childminder. This is because she provides a homely environment where children play and are encouraged to explore and independently follow their own interests. The childminder has a good knowledge of how children learn through play and shows a high level of skill as she plays alongside them. She extends their learning successfully by questioning and comment which helps children to puzzle things out for themselves. The childminder provides a varied range of interesting play experiences using 'open-ended' resources that develop their independence, curiosity and encourage them to explore. For example, she ignites their curiosity and follows their lead as they select from a range of items placed in a 'treasure basket'. Older babies giggle with delight as, supported by the attentive childminder, they discover that they can create a range of sounds as they beat a wooden spoon against

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who attend

different surfaces. This successfully promotes their physical skills and supports their active learning.

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who attend

The childminder uses language, such as 'big' and 'small' to support children's mathematical development and takes every opportunity to extend their learning further by discussing the colour and texture of different resources. These playful experiences support children's development well as they begin to consider mathematical concepts and learn about the world around them in a meaningful way. The childminder's particular skill and interest is promoting children's communication skills. She has a good understanding of the importance of this area of development and how this can affect all areas of children's learning. The childminder uses good strategies during the high quality interactions with children, such as repeating key words and using nursery rhymes to enhance speech. Consequently, all children make good progress including those requiring extra support to reach their learning goals in this area. Babies also benefit from this language rich

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who attend

environment as their babbling and utterance are responded to quickly and their first words celebrated. Children regularly go outdoors where there are further learning opportunities as the childminder recognises that each child has their own preferred learning style. Children choose from an exciting range of play equipment, including balls, hoops and wheeled toys. Children practise a variety of physical skills as they balance, climb and run, encouraged by the childminder who is on hand to monitor safety and offer children support. This supports children to develop skills needed for their next stage in learning, including school.

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who attend

The childminder observes children throughout the day and makes accurate assessments of their development. Recording of children's progress is meticulous, thorough and shared with parents on a daily basis. This good practice means that parents are effectively engaged with their children's learning both with the childminder and at home. As a result, children have every opportunity to progress well in their early years.

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

Children feel secure and happy in the care of the childminder and this is due to the strong partnerships between the childminder and parents. Opportunities to share information at the beginning or end of the day are used effectively and mean that the childminder is well informed about children's care needs. Children's good health is given a high priority as the childminder ensures her home is safe, secure, clean and suitable for young children. The good practice also helps children to learn about keeping themselves healthy and they know they need to wash their hands frequently especially after using the toilet.

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

The childminder provides a stimulating and well-resourced environment both in her home and in the garden. Toys are of a high quality and have good regard to the seven areas of learning including resources to promote children's understanding of different cultures and the wider world. Babies have plenty of space to learn to crawl and toddle in safety and visits to the local soft play area provide further opportunities to encourage children to be active and take risks. As a consequence, children's physical development is progressing well.

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

The childminder prepares children well for changes in their lives. She acknowledges that children take time to settle in new surroundings, therefore, ensuring she has routines in place that enable children to feel secure. Frequent visits to the local school and visits to the local community help children to become familiar with new situations and support children's emotional needs well. Children's health is effectively supported by the childminder. She acts as a good role model by providing nutritious snacks and drinking plenty of water throughout the day. This helps children to begin to understand about healthy diets and develop good habits for the future. Children enjoy plenty of opportunities for physical exercise as they walk to and from the local school, play in the garden and spontaneously dance and sing to music.

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provision

This inspection took place following a previous visit by Ofsted where the childminder was found to be in breach of two requirements of the Early Years Foundation Stage relating to risk assessment and child supervision. We issued a notice to improve that required the childminder to ensure that children are in sight or hearing at all times both indoors and outdoors and ensure that children are appropriately supervised on all outings and trips to and from school or pre-school; and to implement procedures to assess any risks to children's safety and review risk assessments regularly. The childminder has taken prompt action to meet requirements. She has amended drop off and collection procedures to ensure that either she or her assistant completes these on foot so that children are never left in the car. The childminder has removed the areas of risk in her garden and implemented new outings and garden risk assessments. The childminder demonstrates an

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provision

effective understanding of safeguarding procedures and knows how to identify and report concerns she may have about children.

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provision

Monitoring procedures are a particular strength of the childminder and these effectively track children's progress. Her attention to detail and conscientious record keeping supports her good knowledge of each child's development and needs. In this way, the childminder is able to identify any gaps in children's educational programmes and interventions can be planned to ensure children's continued good progress. The childminder uses self-evaluation effectively to inform her future plans to improve her service. She makes regular use of questionnaires to gain parental feedback and this reflects her determination to develop her provision even further. The childminder attends training where possible and ensures she stays abreast of current childcare legislation and best practice. In this way, children benefit from her improved knowledge and skills. Partnerships with parents are very good. They readily share their knowledge of children's

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provision

learning and care at home during daily discussions and contribute to children's daily diaries. In letters provided for the purposes of the inspection, parents describe their great satisfaction with the care and support offered to the children and the positive impact the childminder has on children's learning and development.

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provision

Partnerships with other providers of the Early Years Foundation Stage are established and positively support children's progress. However, there is room to further improve the two- way sharing of information with some of these settings in order that good practice is shared and children's learning enhanced to an even higher degree. Overall, children make very good progress in their learning and development in the care of the childminder and have very happy early years experiences.

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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 EY344855 Local authority Essex Inspection number 989301 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 12

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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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