Baker, Theresa Anne

Inspection date

Previous inspection date 18/09/2014 09/10/2008

p.1

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

p.1

This provision is good

 Children are well-protected from harm as the childminder demonstrates a good understanding of how to safeguard children. She regularly updates her safeguarding knowledge through appropriate training and keeps abreast of changes to current policy.  The quality of teaching is good. The childminder understands how children learn and plans effectively to ensure that children are provided with play opportunities, which cover all seven areas of learning.  Children are settled and comfortable in the chilminder's care. Her effective settling-in procedures, result in confident children who enjoy their time with the childminder.  Partnerships with parents are strong. The chilminder works closely with parents to share relevant information about their children's educational and care needs.

p.1

It is not yet outstanding because

 The childminder does not effectively plan an environment that is rich in signs, symbols, notices, numbers and words, to enhance children's literacy skills and to take into account children's differing interests, understanding, home background and culture.  The childminder's links with other early years settings, which children attend are not yet robust enough to enable all parties to work together, in order to complement and extend learning that is already taking place.

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 carried out a tour of the childminder's home.

p.2

Inspection activities

 The inspector observed play and learning activities and spoke to children and childminder at appropriate times during the inspection.

p.2

Inspection activities

 The inspector looked at documentation to evidence the suitability of all adults living on the premises or caring for minded children and looked at proof of the childminder's qualifications.

p.2

Inspection activities

 The inspector looked at and discussed a range of policies, procedures and documentation.

p.2

Inspection activities

 The inspector took account of the views of parents seen in written comments in children's development files and through parental feedback questionnaires.

p.2

Information about the setting

The childminder was registered in 2008 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and one child aged seven years in a house in Great Horkesley, Colchester, Essex. The whole of the ground floor, one bedroom on the first floor and the rear garden are used for childminding. The family has a dog and some fish in a tank as pets. The childminder attends toddler groups and activities at the local children's centre. She visits the shops and park on a regular basis. She collects children from the local schools and pre-schools. There are currently 13 children on roll, five of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 7am to 6pm, 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:

 plan an environment that is rich in signs, symbols, notices, numbers and words to enhance children's literacy skills and to take into account their different interests, understanding and cultural backgrounds

p.3

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

 develop links with other early years settings, which children attend to promote effective partnership working and to provide opportunities for both parties to complement the learning that takes place across all aspects of children's lives.

p.3

who attend

Children enjoy their time with the childminder. They actively participate in the wide range of planned activities she provides for them, as well as initiating much of their play and learning. The childminder has a good understanding of how children learn and recognises that each child has a different learning style. She plans effectively, taking into account children's individual learning needs and interests. The childminder tracks children's progress well, which enables her to follow their learning and development effectively. Parents are encouraged to play an active role in their children's learning by looking through their development records and sharing children's learning experiences from home. Documentation available, shows that children make good progress across all seven areas of learning. A selection of small world figures and vehicles depicting popular television characters prove very successful and exciting for children. They enthusiastically enter into a world of

p.3

who attend

imagination and tell the childminder where the vehicles are taking the characters and what they are doing. The childminder supports children's language and communication skills by engaging in their discussions and prompting them to talk about their play. The childminder's effective use of clear questions enables her to assess children's level of understanding and to pitch her explanations and discussions appropriately. Children move from the small world figures to some train and car tracks on the floor. They build the track with the childminder, carefully considering which parts fit together and what shape it makes once completed.

p.4

who attend

Children enjoy a planned painting activity, which the childminder presents for them. They paint some boxes and will be making a clock face from their painted boxes, once dry. The childminder uses clear explanations to talk about clocks and how they work. Children recognise that one of the toys they have been playing with, has hands just like a clock, but has pictures of different types of weather instead of numbers. The childminder is shown the toy and praises children for making the connection. They ask if they can make a weather clock, instead of a time clock and she readily agrees, stating that they will have to find some pictures of different types of weather in magazines or draw them. This demonstrates, the childminder's confident ability to follow children's leads and ideas and to facilitate their suggestions. The exciting range of learning opportunities children participate in, enables them to develop secure skills for their next stages of learning. For

p.4

who attend

example, children are appropriately prepared for their move to school, by the childminder encouraging them to become independence young people. She provides good opportunities for them to develop hand-writing skills and to begin practicing writing letters and numbers. When moving from the indoor to the outdoor environment, the childminder encourages children to learn how to put their own shoes and coats on and off.

p.4

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

Children are settled, comfortable and content in the childminder's care. They form close and caring relationship with her and her family and enjoy the time they spend in her home. The childminder has very effective settling-in procedures in place, which are expertly tailored to meet each individual child's needs. For example, for some very nervous children, she has arranged to meet their parents in the local park so that they can get used to her and her minded children in an environment that is familiar to them. The childminder recognises the importance of promoting children's emotional well-being in order to enable them to make good progress in their learning. She uses constant praise and encouragement to enhance their self-confidence and self-esteem. The chilminder has a clear behaviour management policy in place, which is implemented effectively. For example, she encourages children to share resources and to be mindful of each others

p.4

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

feelings. She uses a time-out system to deal with inappropriate behaviour and to provide children with some thinking time.

p.4

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

Children play in areas of the childminder's home, which provide them with a good amount of clear floor space. They move confidently around the ground floor of the childminder's home and freely access toys and equipment from a selection presented for them in well- organised storage boxes. Children have access to the childminder's garden, which is fully enclosed and provides them with a range of physical play opportunities to explore. While the childminder's home is welcoming and child-friendly, there is scope to further enhance children's literacy skills by providing a print-rich environment. For example, children currently have limited opportunities to see symbols, signs, numbers or words displayed around the environment either indoors or outdoors.

p.4

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

Children are provided with good opportunities to develop knowledge of keeping safe and healthy. The childminder provides children with nutritionally balanced snacks and drinks and encourages them to talk about foods that are good for them and those that are not so good. Children experience fresh air and exercise each day when they play in the childminder's garden, or go for walks in the local area. The childminder encourages them to develop physical skills by using large scale climbing equipment in parks, negotiating space when they run around the garden and using outdoor play equipment, such as, balls, bats and hoops. The childminder prepares children for their next stages of development through a range of planned and freely chosen learning experiences. For example, children's social skills are promoted as the childminder regularly visits toddler groups and activity sessions with the children. She encourages them to feel confident when meeting

p.5

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

new people and when encountering new experiences by preparing them well, through discussions and appropriate activities.

p.5

provision

The childminder's comprehensive knowledge of how to safeguard children, results in children remaining safe and secure in her care. The childminder regularly updates her safeguarding knowledge through appropriate training and keeps abreast of current guidance and changes to procedures through the internet, discussions with other childminders and publications. All adults living on the premises or having regular contact with minded children have been appropriately vetted and proof of the checks used to assess their suitability are available on file. The childminder keeps her home safe and well- organised through effective risk assessments and daily safety checks. She encourages children to consider their own safety, for example, by reminding them of the importance of sitting carefully on chairs and giving each other space to move around and play.

p.5

provision

The childminder is knowledgeable about the seven areas of learning and understands how children learn. She uses her knowledge to plan an effective educational programme for children, which provides them with opportunities to explore learning indoors and outdoors. The childminder monitors the effectiveness of her planning to ensure that all seven areas of learning are covered and that planning is tailored to meet each child's individual learning style and interests. Effective systems for the assessment of children's development result in the childminder keeping a sharp focus on each child's progress. The childminder's comprehensive recording of children's development enables her to see at a glance if there are any gaps in children's learning and swiftly review her planning to close these gaps. The childminder is reflective in her practice and evaluates the success of her planned and freely chosen learning opportunities regularly. She asks parents to give her

p.5

provision

feedback on her provision and uses their comments to inform her future plans and targets for improvement. The childminder enjoys training and seeks appropriate training courses, if she feels there are areas of her knowledge which need to be enhanced or refreshed.

p.6

provision

Partnerships with parents are secure. The childminder communicates effectively with parents and encourages them to play an active role in their children's learning and care needs. She provides parents with copies of her written policies and procedures and has clear written information about her and her childminding provision. The childminder has links with the local school and works effectively with the reception class teachers to make children's move from her setting to school life as smooth as possible. Some links exist between the chilminder and other early years settings, which children attend to enable the childminder to work in partnership with them. However, these links are not yet robust enough for her to fully complement the learning that takes place in all aspects of children's lives.

p.6

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 EY371370 Local authority Essex Inspection number 873748 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 13

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