Childminder in Essex

Inspection date

Previous inspection date 08/10/2014 18/10/2011

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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 works effectively with, and is supported by, her co-childminder. This means that the requirements as set out in the Statutory framework of the Early Years Foundation Stage are met well.  The childminder makes all children feel safe, welcomed and secure which thoroughly supports their emotional well-being.  The childminder works closely with outside professionals to support the needs of children with special educational needs and/or disabilities. This means that identified gaps in children's learning are closing.  The childminder has good knowledge of child protection concerns and safeguarding matters. She is confident to report any concerns she may have about children to protect them.

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It is not yet outstanding because

 The childminder does not always thoroughly assess children when they first start to plan most successfully for their needs from the outset.  The childminder does not always work as effectively with all parents to encourage all parents to be equally engaged in their child's learning.

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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

 This inspection took place over two days and involved two inspectors for the first day of the inspection  The inspectors observed the childminder and her co-minder with children.

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Inspection activities

 One inspector held discussions about safeguarding, self evaluation and other areas of practice with the childminder.

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Inspection activities

 One inspector reviewed documentation relating to the safe management of the setting, including policies, procedures and assessments of children's progress.

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Information about the setting

The childminder was registered in 2007. She lives in Clacton-on-Sea in Essex. She works with another registered childminder on a regular basis. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The childminder cares for seven children in the early years age range on a full and part time basis. She is able to collect from local schools.

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

 develop further ways of engaging all parents, to enable parents to be equally involved in their children's learning.

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

 review the current system for assessing what children can do when they first start to enable more accurate tracking of children's progress over time

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who attend

The childminder has a good understanding of how children develop and learn. She is able to promote children's development well across all areas of learning. The childminder is an effective teacher and she manages the group of children in her care well. Children make good progress across all areas of learning, taking into account any special educational needs and/or disabilities. Children's communication and language skills develop very well because the childminder and her co-childminder use everyday conversations, games and stories to support children to hear, understand and use spoken language throughout the day. The childminder uses verbal and non-verbal methods to communicate with children and is calm and patient with all children. This means that children who are less confident to speak are able to be as involved as others.

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who attend

The childminder plans a wide range of daily physical activities in and out of the home so that children can develop their large and small muscles. Dancing, music classes where all children learn to move their bodies to music and rhythm and daily trips to the park mean that children have plenty of opportunities to learn to control their bodies. The childminder encourages and challenges children well and is skilled to involve several areas of learning in one activity. For example, during a running race indoors where children race their 'babies' in toy buggies, the childminder brings in counting and turn taking to the activity. The childminder counts, 'one, go,' then 'one, two, go!' Children have to wait longer and longer and count higher and higher before they can run. The childminder also counts on her fingers so that children who are less confident with number names can also see when to go. When another child wants to join in, the childminder negotiates taking turns with

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who attend

the buggies so that everyone has a go. This is a lovely, spontaneous game and demonstrates the childminder's strong teaching skills as she develops and extends this game from the children's interests.

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who attend

There is a broad range of activities for children to develop and support children's early writing skills. There are examples of all children's work in files that demonstrate that they draw, paint and scribble often and the childminder encourages children to name their work when they can. This means that children are developing their pencil control, a useful literacy skills for school. Children are able to use small tools such as tweezers, spoons and paint brushes as they play with spaghetti to develop their hand movements and to encourage them to have greater control over their fingers in order to support their pre- writing and early writing skills.

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who attend

The childminder uses tracking documents in order to assess children's learning and progress. She does this particularly well to support any children who are not achieving as expected for their age and stage of development. The childminder has introduced 'all about me forms' for parents to complete to give information about what their children can do when they first join. However, these vary in detail and accuracy. As the childminder does not always assess children herself when they first join she does not always have a fully accurate picture about what children can do when they very first join her. While children make good progress overall, this means that the childminder does not always plan for children's individual needs right from the start to enable them to make the best possible progress.

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who attend

The childminder uses everyday counting and other activities to support children to develop their mathematical skills. All children, including babies take part in sorting and matching activities to help them to develop mathematical ideas. She plans a wide balance of activities in and out of the home and children benefit from lots of opportunities to develop their physical skills at music classes, on walks and on trips to local parks and play centres. The childminder and her co-childminder focus particularly well on group activities to support children to be sociable. This means that children of all ages are confident and enjoy playing with others. This supports children to be ready for school and being part of a larger group.

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who attend

The childminder involves parents in their children's time in her care. She makes sure that parents regularly see planning documents so that they know what their children are going to be doing and gives them information about children's progress. However, she does not always fully encourage parents to extend and develop activities with their children at home, to thoroughly consolidate their learning.

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

The childminder enables all children to feel safe and secure in her care. The childminder takes time to let children feel at home when they first arrive. This means that children are confident but also know that they can seek reassurance from the childminder and her co- childminder if they need to. Children have lots of opportunities to play with others in outings and visits to local groups. The childminder is aware that some children struggle more in large groups. She understands their needs and therefore she and her co- childminder have organised their key person system so that less confident children always have their key person close by. This means that all children, including those who are less self-assured are able to develop their social skills in readiness for school. The childminder and her co-childminder have recently attended intensive training in behaviour management techniques. They have used this training well to support children's emotional

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

development. The childminder makes particularly good use of eye contact, especially with children with special educational needs and/or disabilities. This means that all children know that they are listened to. The childminder is kind and affectionate to children. She provides them with consistent boundaries so that they can feel safe and know what is expected of them.

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

The childminder and her co-childminder use their thorough understanding of individual children's emotional needs to avoid confrontations and they manage the mixed age and ability group very well. For example, the childminder recently reorganised drop off times for a child who was unsettled if they had to go out as soon as the child arrived. This child now arrives earlier and this means that they can have some free play and time to get comfortable before needing to leave the house again. The childminder and her co- childminder have developed a very safe and comfortable home for children. They are learning about risks as the childminder reminds them to be careful. For example, the childminder supervises children closely when they are using equipment such as tweezers. She reminds them to be careful when running with the buggies. The childminder and her co-childminder supervise children closely both in and out of the home which keeps them

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

safe from harm. There are effective risk assessments in place for all activities involving children. This shows that children's safety is a high priority to both the childminder and her co-minder. Resources are very well managed. For example, children are able to choose what to play with from a wide range of accessible resources. This encourages all children to be more independent in their play.

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

The childminder and her co-childminder work hard to establish positive relationships with parents when children first start. The childminder and her co-childminder set out their expectations to parents at settling visits, in their policy pack and have recently introduced visits to children's homes. This means that overall parents understand what is expected of them and they are clear about the care that both childminders provide. Parents provide packed lunches and the childminders have used a range of strategies to support parents to supply nutritious food. Children have plenty of healthy fresh air and enjoy sociable mealtimes. Younger children learn well from older children and display good table manners. The childminder is very patient with children who are learning to manage their own toileting needs. She lets children learn to manage the toilet at their own pace so that children confidently and securely manage their personal hygiene.

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provision

The childminder and her co-childminder work well together to ensure that they meet all the requirements as set out in the Statutory framework for the Early Years Foundation Stage. They have kept up to date with recent changes to the framework and have a comprehensive set of procedures to support their strong practice. All parents see these policies and procedures. This means that the childminder makes them well aware of how she will promote their children's well-being and development. All parents are encouraged and supported to be involved in their children's care and education while they are with the childminder. However, some relationships with parents have been more successful than others. The childminder is confident to work with other professionals involved in children's lives. For example, she has sought outside support from speech and language therapists and other professionals so that she can provide children with a consistent approach. This

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provision

means that children with identified needs benefit thoroughly from activities that support their development and gaps in their achievement are closing. The childminder and her co- minder have updated their assessment records and have improved the way that they observe and record children's progress. The childminder does not always thoroughly assess children when they first join. However, once she starts tracking their development her ongoing assessments feed into planning well. This supports children's good progress over time.

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provision

The childminder has recently updated her safeguarding training and she has a thorough understanding of child protection and other safeguarding issues. The childminder has updated her policies and procedures in light of changes in technology and is particularly clear about e-safety. This means that the childminder is able to supervise children's use of technology. The childminder is fully aware of local child protection procedures. This means she is able to report any concerns promptly to protect children in her care.

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provision

The childminder and her co-childminder have both worked hard to maintain and improve their practice since their last inspection. They have improved their planning system, particularly for those children who have special educational needs and/or disabilities. This means that they are able to support children with identified needs well. Also, the childminder and her co-childminder support each other well, sharing their knowledge base and learning from each other. The childminder is enthusiastic to continue to develop her practice and shares how her individual practice has improved after training, such as her understanding of managing behaviour. She works with a local network of childminders and receives valuable support from others in the group. This means that she can identify and tackle any areas of weaker practice, to continuously improve.

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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 EY347690 Local authority Essex Inspection number 991706 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 12 Number of children on roll 7

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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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