Childminder, Out-of school day care in Essex

Inspection date

Previous inspection date 20/10/2014 12/11/2008

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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 has effective teaching skills and a good understanding of the learning and development requirements of the Early Years Foundation Stage. She enthusiastically engages children in purposeful play and as a result, all children make good individual progress.  Children feel safe and secure as strong, emotional attachments are formed with the childminder and her family.  The childminder establishes very good partnerships with parents and other early years professionals, that fully benefit the children's welfare, learning and development.  Children's safety is effectively promoted because the childminder has a good understanding of safeguarding issues and ensures her home environment is safe and secure.

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It is not yet outstanding because

 The childminder does not provide a very wide variety of open-ended experiences and natural materials, which can be used in different ways, to provide rich support for young children's imaginative exploration and sensory development.  Opportunities for young children to develop their sense of self and belonging are not fully maximised, through the use of effective displays of pictures and images of their learning activities and families.

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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 learning environment and looked around the premises.

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Inspection activities

 The inspector discussed the children's progress and achievements with the childminder.  The inspector viewed a sample of the children's development records.

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Inspection activities

 The inspector saw evidence of suitability and qualifications of the childminder and her family, self-evaluation, risk assessment and policies and procedures.

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Inspection activities

 The inspector took account of the views of parents from references obtained by the childminder.

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Information about the setting

The childminder was registered in 2008 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children aged 10 and 13 years, in a house in Shenfield, Essex. The childminder uses all areas of her home and the rear garden for childminding. The family has a pet dog. The childminder attends a local toddler group and activities at the local children's centre on a regular basis. She walks or drives to local schools to take and collect children. There are currently eight children on roll, two of whom are within the early years age range and attend on a part- time basis. The childminder offers care to children with special educational needs and/or disabilities. 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.

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

 strengthen the opportunities for young children to build on their good progress by providing a wider range of open-ended and natural resources, to enhance children's curiosity, imagination and exploration skills

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

 extend the opportunities for young children to develop a stronger awareness of themselves and others, for example, by considering effective ways to use displays showing images of children, their families, pets and friends, so that these are easily accessible for children to see, discuss and learn from their experiences.

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who attend

The quality of teaching is good because the childminder has a secure knowledge of how children learn and develop within a stimulating learning environment. She understands the importance of working in close partnership with parents and gathers comprehensive information about children's starting points, interests and individual needs. This information helps the childminder to effectively support children's individual care and learning needs. The childminder understands fully the importance of observing children in order to build up a picture of their skills, abilities and characteristics of learning. Formal assessment records show the ongoing progress children make and their learning files are shared with parents on a regular basis. These, alongside daily diaries, text messages and informal discussions, ensure that parents are kept well informed of their children's needs. In addition, parents become more involved in their children's learning when they are

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who attend

encouraged to add their own written comments about their children's development at home.

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who attend

Children's communication skills are fostered well during play. The childminder repeats key words and phrases to clarify meaning successfully. As a result, young children are becoming confident talkers, who are beginning to express themselves. Children have access to a range of books and they enjoy sitting close to the childminder to share the stories. They delight at turning the pages to discover pictures of the animals beneath and they join in making appropriate animal sounds. Consequently, children are beginning to develop a love for books and stories. The childminder introduces mathematical language into children's play as she talks about shapes and they frequently count together. Consequently, young children are effectively developing the skills they need for future learning. When children in the early years attend for after school care, the childminder helps them learn about letters and sounds as she listens to them read their school reading

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who attend

books. Children with special educational needs and/or disabilities are effectively supported. The childminder is fully aware of the children's individual needs and has input from parents and other professionals, so everyone is successfully working together to form targets for further development.

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who attend

The childminder considers the interests and capabilities of children and continually purchases new play materials that motivates children to use their imagination and acquire new skills. As a result, a blend of child-initiated and adult-led play is offered and toys and resources cover all areas of learning. For example, new role-play resources are enthusiastically used by the youngest children as they cook dinner or learn about different fruit and vegetables. However, opportunities for the youngest children to explore and investigate using all of their senses are not fully maximised. This is because they do not always have easy access to a wider variety of tactile objects and natural materials for them to investigate and explore.

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

Children and babies become confident and self-assured in the company of the childminder and her family. They are eager to engage with activities as the childminder offers encouragement through meaningful praise and support. The childminder successfully meets the needs of each child and values them as individuals. For example, she provides physical reassurance and cuddles to children who are feeling anxious or upset. The childminder works closely with parents to provide a consistent approach to meeting children's care needs. She carries out home visits and finds out about their routines and likes and dislikes, and incorporates this into her planning. Consequently, children benefit from a consistent, shared approach. However, children have fewer opportunities to see displays with pictures of themselves participating in activities or images of familiar people and pets. Therefore, opportunities for children to easily see and talk about their families

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

and make connections between past and new experiences are not always fully effective.

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

Children play in a very clean, safe and secure environment and are developing an excellent understanding of how to keep themselves safe. For example, they learn about road safety and stranger danger on outings and find out how to contact the emergency services through projects about fire safety. Children's behaviour is very good because the childminder is successful in valuing every child's contribution. She provides a calm and positive role model and encourages children to display good manners, such as saying please and thank you.

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

Healthy lifestyles are fully promoted and the childminder provides children with nutritious snacks and encourages them to try healthy options at mealtimes. She highlights the importance of physical exercise, such as walks in the vicinity and regular visits to parks and nature reserves. The childminder recognises when children feel tired and there are comfortable and cosy arrangements for children to sleep peacefully and undisturbed. Daily routines support young children in developing their self-care skills. For example, they access their own drinks when they are thirsty and learn to clean their hands after their nappies are changed. The childminder demonstrates that she is able to recognise learning opportunities in everyday activities, by talking to children about the germs on their hands. These well-established routines help children to become independent in self-care routines to prepare them for the move onto nursery and school. Older children are supported to

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

become emotionally ready for school as the childminder takes them on visits, so they regularly get to see their new school environment.

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provision

The childminder understands how to keep children safe and knows her responsibilities in meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. She ensures that children are closely supervised and all adults in the household have completed the relevant background checks. The childminder has a firm understanding of the child protection procedures to follow if she has concerns about a child. She is proactive in keeping her safeguarding knowledge and first-aid certificate up to date through accessing regular training. The childminder is well-organised and thorough in her record keeping. All of the legally required policies, procedures and records are in place. The childminder effectively reflects on her practice and continually strives to improve. Since her last inspection, she has improved her systems for assessing risks. As a result, risk assessments now cover all areas of the childminder's home and any outings the

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provision

children are taken on, ensuring children's safety and security.

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provision

The childminder has implemented a well-developed and accurate self-evaluation procedure. In addition, the childminder seeks to improve her knowledge and skills through networking with other childminders to share good practice. The childminder has a good understanding of the learning and development requirements of the Early Years Foundation Stage. She efficiently monitors children's development to ensure that they make good progress in all seven areas of learning. For example, she tracks the children according to approved developmental guidance, showing the good progress that children make during their time in her care. Where gaps in children's learning are identified, the childminder plans appropriate and challenging activities to accelerate their progress. The childminder also attends additional courses to help her support children with special educational needs and/or disabilities. This means she is skilled in gaining professional help

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provision

and intervention for children and their families, should they need it.

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provision

The childminder has developed very good relationships with parents. Meaningful information, provided through discussions and formal records, helps to ensure children's individual care and learning needs are fully met. Parents are made aware of the childminder's extensive range of policies as these are discussed during settling-in procedures. Parents' views about the provision are regularly sought and their written comments are extremely complimentary about the care and attention provided by the childminder. They appreciate that the childminder is genuinely interested in their children's well-being and say that the children view the setting as their 'second home'. The childminder also has very good links with the local primary school and nearby pre-schools, which effectively promotes continuity in children's care and learning.

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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 EY371835 Local authority Essex Inspection number 873755 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 8

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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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