Matthews Allison Clair

Inspection date

Previous inspection date 29/10/2014 30/01/2009

p.1

early years provision

This inspection: 1 Previous inspection: 1 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 1 The effectiveness of the leadership and management of the early years provision 1

p.1

This provision is outstanding

 The childminder provides children with an exceptional educational programme that is worthy of dissemination to other early years providers. The childminder's superb knowledge of how children learn means her teaching strategies are excellent. Children are superbly supported in their learning and development and make excellent progress.  The childminder has an extremely comprehensive knowledge and understanding of safeguarding issues to effectively promote children's welfare. This means children remain safe and healthy, as they are exceptionally well protected both indoors and outdoors.  Children benefit from stimulating and exciting learning environments both indoors and outdoors. An abundance of quality resources capture children's interests and effectively support them in their progress.  The childminder is highly committed and has established exceptionally positive and effective links with parents and other settings children attend. This ensures superb

p.1

This provision is outstanding

continuity of care and learning for all children.  Children form close attachments with the childminder. Effective, personalised settling-in sessions are tailored to meet each child's individual needs. This means children's emotional well-being is supported exceptionally well. They are prepared for their next stage of learning because they display high levels of confidence and engage actively and eagerly in their surroundings.  The childminder's practice is outstanding. Every aspect of the childminder's provision is superbly monitored and regularly reviewed, which enables her to exceed the requirements of the Early Years Foundation Stage.

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 observed activities in the indoor and outdoor learning environment where children play and viewed all areas of the home used for childminding purposes.

p.2

Inspection activities

 The inspector held discussions with the childminder and children at appropriate times during the inspection.

p.2

Inspection activities

 The inspector looked at information to confirm the suitability of all adults living on the premises.  The inspector looked at a range of records and documentation.

p.2

Inspection activities

 The inspector took account of the views of parents written comments obtained by the childminder in preparation of an inspection.

p.2

Information about the setting

The childminder was registered in 1999 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two adult children in a house in Clacton, Essex. The whole of the premises and the rear garden are used for childminding. The family has a tortoise and fish as pets. The childminder takes children to a toddler group and activities at the local children's centre. She visits the shops and park on a regular basis. The childminder takes children to and collects children from, the local schools and pre-schools. There are currently 13 children on roll, four of whom are in the early years age group and attend for a variety of sessions. She operates all year round, from 7am to 6pm, Monday to Friday, except bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children. She is a member of the Professional Association for Childcare and Early Years. The

p.3

Information about the setting

childminder receives support from the local authority.

p.3

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

 inspire children's further understanding of caring for their natural environment by extending the opportunities to learn about recycling and composting waste foods and packaging.

p.3

who attend

The childminder has an outstanding knowledge and understanding of how children learn. The quality of teaching is superb and therefore, children consistently make rapid progress. The childminder provides a vibrant and highly stimulating environment where children are excited to learn through play. An exciting educational programme provides children with a wealth of learning opportunities. The childminder has very high expectations for children in her care and plans activities to support children's interests and offer ample challenges. Sharply focused observations are made and the childminder uses these to accurately identify children's next stages of learning. Children are offered an exciting range of learning opportunities, not only in the home but also outdoors. For example, they participate in a variety of outings, regularly visiting the woods to climb and make dens, and the zoo to learn about animals and their habitat. Because of the childminder's

p.3

who attend

accurate observations, children are exceptionally well prepared for the next stage in their learning, including the move to nursery or primary school. For example, children grow in confidence and enjoy their time and at toddler groups, socialising and making friends in new surroundings. Children show eagerness and enthusiasm to try new things. For example, the childminder has introduced significant opportunities for younger children to participate in sensory play. Superb resources are in place and the childminder's extensive knowledge of the importance of heuristic play means children excitedly engage in activities, exploring and discovering using natural materials and treasure baskets. Children show sustained levels of concentration using rice and lentils to pour into containers, listening to the sound as they pour, and are fascinated by the different textures. They are engrossed in their play using bottle lids, textured fabrics and wooden, everyday objects.

p.3

who attend

The childminder is skilful in her interaction with children allowing them time to think critically and discover for themselves. Children's communication is promoted extremely well. There is an extensive range of resources to promote literacy skills indoors. A variety of text and posters, which include posters that depict positive images of a wider world, are displayed around the home and in the garden. Children see words in different languages and are beginning to understand that all text has meaning. An inspiring selection of books is available and children have many opportunities to practise early writing skills. For example, young children are animated when using paints; they use their hands and fingers to make patterns, and mix colours using large chunky paintbrushes. The childminder extends children's vocabulary as she introduces new words, such as squishy and mixing. Children use water to paint outdoors, chunky chalks and access paper crayons

p.4

who attend

and pens throughout all play opportunities. Older children write notes to the childminder telling her how much fun they have in her care. Children learn to take care of the childminder's pet tortoise, frog and stick insects. They watch with fascination as caterpillars turn to butterflies. They carefully grow and take care of tomatoes to eat at snack time and dig for bugs using magnifiers. Some opportunities are in place to discuss what to do with rubbish, but the promotion of recycling and composting would inspire children's understanding of the world to its optimum.

p.4

who attend

Children are provided with a superb selection of high-quality resources both indoors and outdoors. These are very easily accessible for children to self-select. Consideration has been given to ensure that even the very youngest of children are able to choose the toys they need. For example, the extensive range of toys are organised, labelled and easy to reach. The childminder has developed inspiring books of photographs of all the equipment available and these prompts help all children to communicate what they would like to play with. The childminder's effective interaction with children, greatly enhance children's opportunities to learn. The childminder understands the importance of supporting children's leaning outdoors and has made vast improvements to her home to maximise learning in the garden. For example, paths have been laid so that children can play safely even in the wettest weather and access all areas. Their artwork is beautifully displayed

p.4

who attend

outdoors and the provision of superb equipment that supports the educational programme, mean children are busy and relish their time outdoors. A large playhouse in the garden offers the same learning opportunities as indoors. Children use a cosy book area to sit quietly and share stories. They lose themselves in their imaginary games using the abundance of role-play equipment. Children's physical skills develop exceptionally well as they have a wealth of opportunities planned for them. For example, they regularly attend a music and movement group. They use a variety of equipment at the park to develop climbing and balancing skills. They delight in making dens and climbing trees in the woods, where they regularly visit. The childminder receives support from the local authority to evaluate the provision for the funded early education for two-, three-and four- year old children.

p.4

who attend

The childminder has highly successful strategies to engage parents in their children's learning. A wealth of information is gathered when children first attend, which includes their stage of development and abilities. The childminder makes accurate observations of children when they first attend and then, along with parents, monitors progress after a few weeks when children are settled. The childminder uses appropriate guidance, so that the she can monitor each child's progress very precisely. Comprehensive observations made enables the childminder to effectively plan and focus on each child's next stage of learning. The childminder is highly committed to positively encouraging parents to regularly share what they know about their child. This is successfully achieved using a meaningful daily diary. Children take home a cuddly toy from the childminder. They are encouraged along with their parents to document his time with them. This is fun for

p.4

who attend

children to share their news with their friends but also provides the childminder with useful information of what the child can do at home. Photographs are used to support the childminder's accurate observations. In addition, parents are consulted with regard to their child's next stage in learning. Parents also make a positive contribution to the progress check for children between the ages of two and three years. Any gaps in learning, or additional support required, are swiftly identified and supported.

p.5

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

The childminder is highly skilled and sensitive to both the children and parents' needs. Therefore, she is very successful in helping children settle in her care and children form very secure emotional attachments with her and her family. The childminder offers to visit children in their own home and observe them in familiar surroundings. She is exceptionally flexible in her approach to settling children to suit each child's unique needs. Parents are warmly welcomed into the home and have opportunities to stay and play, as required, to ensure their children are secure and happy when they leave. Young children show high levels of confidence and independence. They are confident around visitors to the home and enthusiastically explore and participate in the exciting, wide-ranging activities provided. Children's emotional well-being is superbly supported and children show self- assurance in social groups. This is because the childminder arranges outings to various

p.5

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

local toddler groups, which offer children many opportunities to socialise and make friends with others. This also positively helps them when preparing for their next stage in learning at pre-school or school.

p.5

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

The childminder gives children's safety the highest priority and is central to everything she does. The highly stimulating environment is breathtakingly welcoming for children. Resources and equipment are of the highest quality, offer superb challenges and promote children's learning. The childminder is highly effective in teaching children how to keep themselves safe. For example, when on outings children know how to walk safely and are taught about road safety. The home and resources are organised to ensure children's comfort. Young children are taught to think about and manage risk. For example, young children have exceptional fun playing in the garden, using child size brooms to sweep the path. They learn how to keep themselves safe, as the childminder provides them with clear guidance and support when using the equipment and how to use the step to access the garden. Children delight in regular outdoor activities and access fresh air and exercise

p.5

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

daily. The childminder teaches them about the importance of a healthy lifestyle through the promotion of a nutritious and balanced diet. Books and posters provided educate children in what are healthy foods and how to take care of their bodies. Arranged cooking activities also provide children with opportunities to discuss and understand the importance of healthy meals. Nutritious meals are freshly prepared if required and the childminder is meticulous in ensuring that children's dietary needs are fully supported.

p.5

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

The childminder is exceptionally calm, reassuring and unmistakably a good role model for children. Children understand what is expected from them and the childminder is consistent in the praise she offers to build children's self-esteem. Children engage the childminder in their play; they giggle and show great delight as she joins in their games. They happily snuggle close for cuddles. The childminder uses positive language and teaches children the importance of good manners and taking turns. As a result, children are kind to one another and are developing excellent social skills. The childminder has extremely high expectations for all children in her care, which includes children's behaviour. Children are developing a very positive sense of themselves using superb resources. For example, books and posters are used to explore and discuss emotions. Superb resources are readily available that reflect diversity and prompt conversation

p.6

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

around differences and similarities. Because of the childminder's provision, children show curiosity and are keen and eager learners. Children show enthusiasm, are busy and keen to have a go and learn in this stimulating and challenging environment. The childminder ensures they are emotionally secure and extremely well prepared for when they move on to school.

p.6

provision

Children's welfare is fully protected. This is because the childminder has a thoroughly comprehensive understanding of her responsibility to ensure her provision meets the safeguarding and welfare requirements of the Early Years Foundation Stage. The childminder implements highly effective policies and procedures that are robust, regularly evaluated and work in practice. The childminder is meticulous in her risk assessments that are completed for all activities to minimise risk to children. Since the last inspection, the childminder has reviewed and monitored all required paperwork. This includes diligent records for administration of medication. This means children's safety is assured. The childminder is exceptionally committed and proactive in securing training that will enhance her practice and outcomes for children. The childminder has an excellent understanding of her role to protect children from harm. This knowledge is reinforced through completion of

p.6

provision

thorough safeguarding training. All adults living in the home have completed the required background checks to show they are suitable to be in contact, with children.

p.6

provision

The childminder has high aspirations for children in her care and successfully delivers a challenging and exciting educational programme to ensure all children make excellent progress in relation to their starting points. This is because she fully understands the learning and development requirements. The childminder is forward thinking and strives for excellence. She is highly committed to furthering her own knowledge through attendance of training courses, as she is fully aware of the positive impact this has for children in her care. The childminder is passionate towards consistently improving her setting, such as the continued development of the outdoor learning environment to enhance children's time in the garden with the provision of canopies.

p.6

provision

The childminder approaches her work with professionalism and provides parents with comprehensive information about the provision. This includes copies of all policies and procedures and files of useful information about the setting and the Early Years Foundation Stage. The childminder places high importance on establishing positive and highly effective, professional working relationships with parents. They are routinely encouraged to contribute their comments and suggestions about her provision through questionnaires or daily discussion. Information regarding their children is consistently shared with them through daily diaries, development records, photographs and newsletters. Parents speak very highly of the care and education provided for their children, commenting on the significant impact the childminder has had on their child's learning. They comment on her professionalism, good communication and support and

p.7

provision

guidance they are offered. The childminder understands the importance of establishing positive partnerships with other early years settings that share children's care. With parental consent, children's development records are shared, and meetings are arranged between the childminder, pre-schools and parents, to ensure continuity of care and learning. As a result, all children flourish and make rapid progress towards the early learning goals in this exceptionally well-organised, stimulating and homely environment.

p.7

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.7

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.8

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.8

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.9

Setting details

Unique reference number 202685 Local authority Essex Inspection number 854314 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.9

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.9

Type of provision

For the purposes of this inspection the following definitions apply:

p.9

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.9

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.9

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.10

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.10

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.11

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.11