Childminder in Essex

Inspection date

Previous inspection date 08/10/2014 12/07/2010

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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 provides varied educational programmes for children. He ignites children's enthusiasm to learn about the world around them and to go and find things out for themselves. As a result, all children make good progress.  The childminder forms strong emotional bonds with the children. As a result, children are happy, secure and confident to explore their surroundings.  Child are protected from harm. The childminder can identify the possible indicators of abuse and the appropriate action to take if he has concerns about a child.  Children benefit from the strong relationships the childminder has formed with parents. He regularly communicates with them about children's progress and how they can support their children's learning at home.

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It is not yet outstanding because

 Children have fewer opportunities to develop their own understanding of why they do things to keep themselves safe, such as holding onto the banister as they walk down the stairs.

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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 his 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, his 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. He lives with and works in partnership with his wife who is also a registered childminder, and 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, 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. He 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. He is a member of the 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 already good opportunities children have to learn about why they do things to keep themselves safe, such as why they hold onto the banister as they walk down the stairs.

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who attend

The childminder's quality of teaching is good. He provides exciting activities for the children that ignite their enthusiasm to learn and they eagerly engage in activities with him. The childminder works closely with his co-childminder. They both take an active role in activities and demonstrates that they enjoy the children's company. The childminder covers all seven areas of learning through the well-planned play activities he provides. For example, children have access to a cosy book corner, dressing up area and label boxes of construction toys that are easily accessible. The childminder obtains information from parents when children first start attending about their interests and capabilities. He uses this information along with his own observations to from an initial assessment of the children. Therefore, he provides activities that are tailored to children's individual needs and challenges children early on. As a result, all children make good progress. The

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who attend

childminder regularly observes children in their play. He then provides children with challenging next steps that enable them to progress to the next stage in their learning.

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who attend

Children make good progress towards the early learning goals and are well prepared for the move to school. The childminder develops children's literacy skills. He points out labels in the environment and supports children to recognise sounds and letters. The childminder incorporates mathematics into children's play. For example, during an activity he encourages the children to use language, such as 'heavy' and light' and determine how heavy the objects are. The childminder puts an emphasis on encouraging children to find things out of themselves. Children develop their knowledge of the world around them. For example, during an activity children look at and talk about natural resources, such as sponges and metal. The childminder encourages them to talk about where they are from and encourages children to look information up on the computer. Children who have English as an additional language progress well in particularly with their communication

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who attend

and language skills. The childminder encourages all children to engage in conversations with each other and develop their understanding of how sentences fit together. This is achieved by encouraging children to use connecting words to say complete sentences. As a result, all children make good progress.

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who attend

The childminder has formed positive relationships with parents. He regularly shares information with them about their children's progress. Parents regularly contribute observations of what they know their children are learning at home. The childminder has development assessment records that are parent friendly and allows them to understand the progress their children are making. Parents comment that they are very happy with the progress their children have made since attending the childminder's home.

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

The childminder and his co-childminder operate an effective key-person system. The childminder forms close bonds with the children. Children settle well and develop good relationships with other children and adults. The childminder provides an exciting environment with easily accessible toys and resources. As a result, children explore the environment with confidence and build their self-esteem as they make their own choices. For example, as children sit at the craft area they choose from a range of materials to create their own pieces of work they are proud of. The childminder obtains information from parents before children start about their care needs and provides settling-in sessions. As a result, children experience a smooth move from home. Parents comment that their children are well cared for by the childminder.

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

The childminder regularly talks to the children about what to expect from the school environment and how they are feeling about going to school. In addition, pictures of previous children who have gone to school are displayed for the children to look at and talk about. As a result, children are emotionally prepared for the more to school. Children learn to understand how to keep themselves healthy. The childminder provides children with healthy home-made snacks and meals and talk to children about what food is good for you. The childminder role models good table manners so children develop important social skills. Children regularly take part in physical exercise when they dance to music and go on regular trips to the local park.

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

Children's independence is promoted by the childminder. Children dress themselves, use the toilet and wash their own hands. Children develop important social skills as they play cooperatively and communicate well with other children and adults. Children are well behaved and respond well to the boundaries the childminder puts in place. Children learn to manage risk and keep themselves safe as they use the hand rail when walking down the stairs. However, children have fewer opportunities to develop their own understanding of why they do things to keep themselves safe.

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provision

Children are protected from harm. The childminder has a good knowledge of the safeguarding and welfare requirements and implements them well into his practice. He can identify the possible signs and symptoms of abuse and knows the appropriate action to take if he has concern about a child. The childminder regularly risk assesses the environment and carries out daily checks to ensure it is safe for children. He takes all appropriate action to either minimise, reduce or remove any new hazards he identifies. The childminder's premises is secure so children are unable to leave unattended or an intruder to gain access. In addition, extra security is in place as the front door cannot be opened without a code. 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. The childminder and his co-childminder both hold

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provision

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

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provision

The childminder's self-evaluation highlights his strengthens and areas for improvement and includes the views of parents, children and other professionals. He plans to continue to develop the outdoor area to provide children with more opportunities to play outside in all weathers. The childminder monitors his educational programmes to ensure they are providing children with a range of experiences and sufficient challenge in their learning. He tracks children's progress to identify areas they need extra support and provides it to them in a timely way. As a result, all children make good progress.

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provision

The childminder has formed successful relationships with parents. He regularly communicates with them about children's care, learning and development needs. He is supportive and provides them with information on how they can support their children's learning at home. Parents comment that they would recommend the childminder to other parents. The childminder has built up successful relationships with the local schools. He regularly shares information about children's progress to provide them with consistency in their learning. The childminder and his co-childminder have recently formed a childminder cluster group. They use this to share information 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 EY315159 Local authority Essex Inspection number 862189 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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