Childminder in Essex

Inspection date

Previous inspection date 04/12/2014 07/08/2009

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early years provision

This inspection: 2 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 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 The childminder offers interesting activities, which support children in learning new things and help them to make good progress.  The childminder has established warm relationships with children. As a result, children demonstrate that they feel safe and secure.  Safeguarding procedures are effective and the childminder is clear about her role and responsibilities. This ensures children are protected and kept safe from harm.  Partnerships with parents are good. The childminder communicates regularly with parents so that they are fully aware of their children's care and she actively seeks to involve them in their children's learning. This shared approach supports children's needs well.

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It is not yet outstanding because

 At times, the childminder does not always give children time to think about their responses to questions, so that they can put their thoughts into words as part of their language development.  Partnerships with other settings are not fully extended to share, more extensively, children's learning to ensure they make the best possible progress.

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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 indoors and outside.  The inspector looked at children's assessment records and planning documentation.  The inspector checked evidence of suitability and qualifications.  The inspector viewed the areas of the premises and garden used for childminding.

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Inspection activities

 The inspector took account of the views of parents, as recorded in written reference letters.

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Information about the setting

The childminder registered in 1992 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and child in a house in Harlow, Essex. The downstairs of the house and the rear garden are used for childminding. There are currently five children in the early years age group on roll who attend for a variety of sessions. The childminder operates all year round from 8am to 6pm, Monday to Friday, except bank holidays and family holidays.

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

 enhance teaching strategies in order to consistently give children thinking time to put their thoughts into words to further support their language development

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

 extend the arrangements for sharing information with other settings about children's learning and development to ensure that they receive a consistent approach to their learning.

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who attend

The childminder has a good understanding of the learning and development requirements of the Early Years Foundation Stage. She regularly observes children's skills and records their assessments and next steps in their individual learning journals. She uses an effective system to consistently track children's progress, which enables her to promptly identify any potential gaps in their learning and monitor their development. The childminder uses this information well to identify appropriate next steps and plan activities to successfully promote children's future learning. Additionally, the childminder understands her responsibility to provide parents with a short written review of their children's progress following completion of the progress check for children between the ages of two and three years. Partnerships with parents are good because the childminder encourages them to take an active role in their child's learning. She gains detailed

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who attend

information from parents about their child's starting points, which enables them to settle quickly and their ongoing progress is effectively shared. Parents speak to the childminder on a daily basis and share information and observations, which are included in the children's learning journals. This enables parents to share the progress that they have seen at home and talk about their children's achievements. This approach is successful in engaging parents in their children's early education.

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who attend

Children are developing their communication skills and have their vocabulary well supported and promoted. The childminder communicates and engages with them enthusiastically as they play. The childminder shows children how to pronounce some words by responding and repeating what they say in the correct way. She follows their lead as they select books and shares their interest in story characters. They enjoy snuggling up together to share a favourite book, establishing children's interest in reading for pleasure and purpose. The childminder talks to children about the book's characters and poses some questions to check their understanding. However, at times, she does not wait for their response, which hampers children's time to think about their reply. Encouraged by the attentive childminder, children have opportunity to successfully develop their creative skills as the childminder provides an assortment of craft materials.

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who attend

The childminder uses the nearby amenities to offer children experiences in a number of different environments. For example, she visits the local playgroup, library and park with children to provide stimulating play experiences, which help them make good progress in their learning and physical development. These visits make learning fun for children and enable them to socialise with other children of a similar age and to play with different toys. As a result, the childminder supports children's development well and provides a solid base for future progress and learning experiences as they move on to their next stage in learning.

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

Children are happy and settled in the warm and caring family environment. The childminder develops secure attachments with all children helping them to feel safe and valued in her care. They demonstrate that they are happy in her care as they easily approach her for support and enjoy her relaxed manner. The childminder is a good role model through being happy, calm and kind towards children and she sets clear house rules and boundaries. This develops children's understanding of right and wrong. The childminder manages behaviour positively through using praise and encouragement, and is consistent in her approach. As a result, children's behaviour is good. The childminder spends time getting to know children and their families well. Individual children's needs and preferences are met as the childminder gathers and records information from parents about their welfare and care routines. She takes time to give each child individual

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

attention, so that they feel they are special and valued. Consequently, the childminder effectively supports children's emotional readiness for future learning.

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

The childminder supports children's emerging understanding of the importance of a healthy lifestyle that involves physical exercise and a healthy diet. Children benefit from regular fresh air and exercise during outdoor play. The childminder provides healthy snacks and meals, which include fruit and vegetables, and talks about the nutritional benefits of eating these. Children are learning about the need for good hygiene practices as they routinely wash hands before touching food and after visiting the toilet.

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

The childminder motivates children to try things for themselves and manage their personal needs. For example, children are encouraged to find their own shoes and feed themselves unaided. The childminder observes children's attempts and offers praise and encouragement while they complete the tasks. As a result, children achieve some independence in managing their personal care. The childminder promotes children's awareness of personal safety and risks well. This is because she offers timely safety reminders, for example, not to climb on the furniture. These gentle reminders teach children to manage their own safety.

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provision

The childminder has a good knowledge and understanding of safeguarding policies and procedures, and is aware of her responsibilities in this respect. She knows how to report and record concerns and has attended relevant training. Children are protected in the event of an accident because the childminder holds a current paediatric first-aid certificate. Children play in a secure, safe environment where the childminder completes daily safety checks and regularly reviews risk assessments to promote their welfare.

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provision

Partnerships with parents are strong. The childminder communicates verbally with parents and provides a detailed written record regarding children's welfare and experiences on a daily basis. Parental feedback is positive and reflects gratitude for the care the childminder provides. One parent writes, 'we are very happy with our son's development and he is always happy when I drop him off in the morning'. The childminder is aware of the benefits of sharing information with other early years providers in order to provide continuity of learning for children. She exchanges information with the other settings that children attend to share good practice. However, there is scope to enhance these partnerships further in order to provide children with further continuity in their learning to ensure a more consistent approach.

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provision

The childminder successfully monitors the educational programmes to ensure that children make good progress. The childminder has an effective knowledge and understanding of the learning requirements of the Early Years Foundation Stage. She demonstrates commitment to further improve the quality of provision and her knowledge by attending appropriate training. Through self-evaluation, she takes into account the views of children and their parents and uses this to reflect on the quality of her provision. This enables her to identify areas for development and plan for changes and improvements.

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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 202517 Local authority Essex Inspection number 854310 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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