Childminder in Essex

Inspection date

Previous inspection date 08/10/2014 26/11/2008

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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's quality of teaching is good. She has a good understanding of how children learn and uses this to provide children with exciting and stimulating activities. As a result, all children make good progress.  Children form strong attachments to the childminder. They are happy, confident and form good relationships with their peers.  Children are safeguarded well. The childminder can identify the possible signs and symptoms of abuse and knows the appropriate action to take if she has concerns about a child.  The childminder has formed positive relationships with schools. She regularly meets with them to discuss children's progress. As a result, children experience consistency in their learning and development.

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It is not yet outstanding because

 Children have fewer opportunities to develop their independence skills, such as helping to lay the table, pouring their own drinks and helping to prepare food.

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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.

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Inspection activities

 The inspector held discussions with the childminder and her co-childminder about the children's progress and achievements and viewed the children's development records.

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Inspection activities

 The inspector checked evidence of the suitability and qualifications of the childminder, her self-evaluation, risk assessments and policies and procedures.

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Inspection activities

 The inspector spoke to children, parents and viewed parent feedback obtained by the childminder prior to inspection.

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Information about the setting

The childminder was registered in 2005 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with and works in partnership with her husband who is also a registered childminder, they live with their four children aged 17, 15, 12 and 11 years, in a house, in Harwich, Essex. The whole of the ground floor, and one bathroom on the first floor and the rear garden are used for childminding. The family has two gerbils, one hamster, one gecko, eight fish and two terrapins as pets. The childminder attends a toddler group and activities at the local children's centre. She visits the shops and park on a regular basis. The childminder collects children from the local schools and pre-schools. There are currently five children on roll, one of whom is in the early years age group and attend for a variety of sessions. The childminder operates all year round from 8am to 8pm, Monday to Friday, except bank

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Information about the setting

holidays and family holidays. She is a member of Professional Association for Childcare and Early Years. The childminder supports a number of children who speak English as an additional language.

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

 strengthen the already good opportunities children have to be independent, by encouraging them to help in everyday tasks, such a laying the table, serving food and pouring their own drinks.

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who attend

Children learn well at the childminder's home. The childminder works closely with her co- childminder. They provide varied educational programmes with exciting activities that stimulate children's creativity and imagination. This is achieved through a well-planned, free-flow play environment. For example, children choose from an exciting drawing area and an activity centre in the garden full of natural resources for children to experiment with and explore. As a result, all children make good progress. The childminder obtains information in partnership with parents about children's capabilities when they first start. She uses this information to plan activities that are tailored to the children's individual interests and learning needs. As a result, children are challenged early on in their learning and make good progress.

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who attend

Children are well prepared for the next stage in their learning including the move to primary school. Children demonstrate they are confident learners and cope well with the challenges provide for them. Children learn to recognise letters and words as they are displayed in the environment. The childminder encourages children to independently choose from a range of books to read from the cosy reading area. As a result, children make good progress in their early literacy skills. Children's mathematical skills are developed as they learn to count doing everyday tasks, such as walking up the stairs and eating their snacks. Children with English as an additional language are happy and communicate well. The childminder supports them to use their home language and English in their play. Children are encouraged to use connecting words in sentences as they develop their understanding and speaking of the English language. Children develop their

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who attend

understanding of the world around them. For example, the childminder develops children's knowledge of animals, and where they live, as they complete a sea creature puzzle.

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who attend

The childminder has formed strong relationships with parents. She regularly communicates with them about children's learning and development. Parents regularly contribute what they know their children are learning at home. The childminder provides activities to complete at home to provide children with consistency in their learning. The childminder has developed assessment records that are parent friendly and allows them to understand the progress their children are making. Parents comment that their children make very good progress at the childminder's in particularly with their communication and language skills.

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

The childminder and her co-childminder operate an effective key-person system. Children settle well in the childminder's care and form strong attachments to her, her co- childminder and with each other. The childminder provides a well-resourced environment where children can access the activities and toys independently. As a result, children build their self-esteem and confidence as they make choices in their play. The childminder provides children with settling-in sessions and gathers information about children's care needs before they start. As a result, children experience a smooth move from home. Children are emotionally prepared for the move to school. The childminder talks to children about school, children regularly visit the school and she shares information with teachers about children's care needs. In addition, the childminder displays pictures of previous children who have gone to school for the children to see and talk about. Parents

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

comment that they are very happy with the level of care their children receive.

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

Children are supported to understand the importance of a healthy lifestyle. The childminder provides healthy snack and meals, such as fruit, salad vegetables and pasta. Mealtimes are a social occasion where the children all sit together and learn important social skills. In addition, they regularly attend toddler groups with the childminder where they learn to mix with other children and adults. Children have many opportunities for physical exercise. They take part in regular trips to the park and play on the play equipment in the garden. Children develop their independence by washing their own hands, accessing the toilet and dressing themselves. However, children are given fewer opportunities to develop these skills further, such as helping to lay the table, pouring their own drinks and helping to prepare food.

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

Children feel valued and learn to value other cultures and beliefs as their home languages and traditions are talked about and celebrated. Children are well behaved and respond well to the boundaries the childminder puts in place. Children tidy up the toys when asked and learn good manners as they are reminded to say 'Please' and 'Thank you'. Children are encouraged to share and play cooperatively. For example, children regularly play games to together to promote their sharing skills. Children regularly take part in emergency evacuation procedures so they learn how to keep themselves safe in an emergency.

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provision

The childminder has a good knowledge of the safeguarding and welfare requirements and implements them effectively into her practice. As a result, children are kept safe. She can identify the possible signs and symptoms of abuse and the appropriate action to take if she has concerns about a child. The childminder regularly risk assesses the environment and carries out daily checks of the premises to ensure that children are kept safe. In addition, all entrances to the property are secure including a coded lock on the front door to ensure that children are unable to leave unattended or for an intruder to enter the premises. All adults living or working on the premises have Disclosure and Barring Service checks in place, indicating they are suitable to work with children or live on the premises where childcare take place. All paperwork is in place to support children's safety, including medication and accident records. The childminder and her co-childminder both have

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provision

paediatric first-aid certificates so children are protected in the event of an accident.

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provision

The childminder monitors her educational programmes to ensure they provide exciting opportunities for children to learn and develop. She regularly tracks children's progress to identify any gaps in their learning so she can provide them with timely support. As a result, all children make good progress. The childminder evaluates her practice. Her self- evaluation highlights her strengths and areas for improvement and includes the views of parents, children and other professionals. The childminder regularly observes her co- childminder to feedback on his practice and how he could improve. They work very closely together and regularly meet to reflect on their practice. The childminder has plans to further her knowledge in early years by completing her level 4 diploma. She understands the positive impact this will have on the children in her care. The childminder has recently developed her garden area and plans to erect an undercover area so children will have

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provision

more opportunities to play outside in all weathers.

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provision

The childminder has formed successful relationships with parents. She communicates with them on a daily basis about their children's care, learning and development needs. The childminder is very supportive and operates an open door policy for parents if they want to talk to her. Parents comment that they would recommended the childminder to other parents. The childminder has formed good relationships with local schools. She regularly meets with teachers to share information about children's progress to provide children with consistency in their learning. The childminder and her co-childminder have recently created a childminder cluster group. They lead the group as they share information with each other about good practice and ideas for activities.

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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 EY302064 Local authority Essex Inspection number 861770 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 5

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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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