Childminder in Southend on Sea

Inspection date

Previous inspection date 15/12/2014 26/11/2009

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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

 Children are motivated, keen and eager to learn. They are provided with stimulating and enjoyable learning experiences by the childminder. Her quality of teaching is good. Therefore, children's individual learning and development is very well enhanced and they make very good progress in their learning.  The childminder and her assistant have very good relationships with the children and close bonds and attachments are evident. As a result, children are confident and feel safe and secure in their care.  Partnerships with parents are good as the childminder understands the importance of good communication about children's learning and development. She communicates with parents in a variety of ways, ensuring that they are kept up to date in their child's learning and development.  The childminder has a secure understanding of the safeguarding and welfare requirements and meets these well. This means children are safe and protected while

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It is not yet outstanding because

 On a few occasions, the information obtained from parents is not robust enough to enable the childminder to gain a deeper understanding of what children already know and can do, when they first start in her care.

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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 children playing in the downstairs area.

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Inspection activities

 The inspector spoke with the childminder and her assistant at appropriate times throughout the inspection.

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Inspection activities

 The inspector looked at children's assessment records, evidence of suitability of the childminder and household members, the childminder's self-evaluation details and a range of other documentation, including safeguarding procedures.

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Inspection activities

 The inspector took account of the views of parents, as given in their written feedback to the childminder.

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Information about the setting

The childminder was registered in 2001 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband, two adult children and her child in Southend-on-Sea, Essex. The whole of the downstairs of the childminder's home is used for childminding and there is an enclosed garden available for outside play. The childminder works with an assistant. The family has a parrot, three cats, three dogs and fish in an aquarium and in a pond. The childminder takes children on outings to the local shops and local park. She is able to take and collect children from local schools, nursery and pre-schools. The childminder currently has nine children in the early years age group on roll, and they attend for a variety of sessions. The childminder operates all year round from 6.30am to 6pm, Monday to Friday, except for bank holidays and family holidays agreed in advance. Children are able to attend for a variety of

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Information about the setting

sessions. The childminder 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:

 consider obtaining even more information from new parents to enhance understanding about children's starting points in each area of learning.

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who attend

The childminder's effective teaching ensures children are making very good progress in their learning and development. She has excellent skills and knowledge of the learning and development requirements, and a superb understanding of how children learn. The stimulating environment, both inside and outside, ensures that all children make good progress towards the early learning goals. The childminder is skilled in enabling children to explore, create and think critically, promoting active learning. For example, during an adult-led activity, the children were encouraged to explore the texture of rice and tinsel. The rice and tinsel were organised in two large trays, within these trays the childminder had hidden Christmas baubles labelled with numbers. The children clearly had lots of fun rummaging through the rice and tinsel to find the baubles. Once found, they were encouraged to identify the number label on the bauble and, with encouragement of the

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who attend

childminder and assistant, the children were encouraged to count up to the number identified. They were then able to decorate a small Christmas tree provided with the baubles and tinsel. The quality of teaching during this activity supported children in their counting and number recognition. The childminder and children participate in all that they do with great enthusiasm. They enjoy a very good balance of adult-led and child-led activities, with plenty of opportunities to make their own choices and decisions. The childminder avidly engages the children as she extends their learning through play based interactions. The childminder holds rich, purposeful conversations with the children, using challenging open-ended questions, which makes them think critically. She allows them time and space, so that they can reflect on their learning.

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who attend

The well-planned balance of child-initiated and adult-led activities ensures that children are supported by individualised learning opportunities, which engage them in a highly stimulating way. Children learn about the written word as there is a large range of text throughout the setting. The outdoor environment is very well planned for. Children learn about the natural world and similarities and differences in relation to living things. They are able to talk about and observe animals, plants and other living things, and talk about changes. For example, they use magnifying glasses to seek out insects in items they have collected on nature walks around the local area. Children have lots of opportunity to express themselves in art and craft. Children have wonderful opportunities to safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function. For example, they experiment with the effects paint

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who attend

has on tin foil and through making patterns with paint using bubble wrap. Children are starting to develop a love of books as they enjoy spontaneous and planned story time activities, where they listen attentively to popular stories.

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who attend

The childminder has a very good understanding of the methods she uses to assess children's progress and plan for their next steps in each area of learning. She observes children closely when they are new to gain details of their starting points in each area of learning. She also uses information gathered from parents, such as children's likes, dislikes and general care routines. Although, there is scope to extend the information further, to include even more detail about children's developmental milestones when they first start at the setting. This is in order to further enhance the childminder's awareness of what each child can do from the start. The childminder completes purposeful, formative observations of children's achievements to carefully monitor their progress. This information is used to identify what children need to learn next. Information from children's development file is used to complete assessments of children's progress, which

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who attend

are shared with and contributed to by parents. This includes the required progress check for children between the ages of two and three years. This means that the childminder quickly identifies if children require any further support or challenge to enable them to reach their full potential. Children are supported through routines and activities to develop their independence and skills in readiness for school and the next stage of learning. This means that children are very well prepared for entry in to school and their future learning. Partnerships with other agencies are very proactive. This means that individual children's needs are fully met.

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

The childminder is very committed to the children, planning activities and events that excite and interest them, which supports each child's progress. Children's well-being is enhanced as they form secure emotional attachments with the childminder and her assistant, and are very happy in their company. They readily seek and receive their reassurance and are confident in the welcoming and stimulating environment. This supports their well-being and promotes smooth transitions from home into the childminder's care. She takes great care to make sure she builds close working relationships and very good communication with parents. This ensures that she forms an extremely good understanding of all children's individual care needs and routines. It also means that children form close bonds with her, which supports their emotional well-being extremely well. As a result, children are confident, independent and self-assured

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

individuals. This means that they are emotionally well prepared for the next stage in their learning. They very confidently explore the environment and happily make choices and decisions about their play from the extensive range of resources available to them. The designated playroom is extremely welcoming and stimulating. For example, walls are covered in children's art work, posters and activity displays that the children can take part in. In addition, the ceiling is adorned with hanging mobiles of planets they have made and camouflage netting. The childminder makes excellent use of the space available by rotating toys so that there is still sufficient space for children to move about safely.

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

Children interact very well with the childminder and her assistant, and are developing their social skills as they learn to play more cooperatively with their peers. Their good behaviour is enhanced through the use of positive behaviour management strategies and consistent house rules. Children benefit from enthusiastic interaction with the childminder and learn from her positive role modelling. They respond effectively to her promotion of effective social skills, such as good manners during mealtime routines and tidying away toys after they have used them. The childminder shows excellent levels of interest in what children say and do. She offers frequent praise and encouragement. The childminder and her assistant build respectful and caring relationships with all the children and their families. Consequently, children display very little unwanted behaviour because they are well occupied, feel very valued and have good levels of self-esteem and confidence. Children

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

are actively learning about diversity and to respect other people through discussions, activities and a good range of resources. Activities incorporate a range of religious and cultural festivals, which are enriched by additional activities. For example, they have recently celebrated Diwali and are learning to count to 10 in Hindi. The childminder also ensures that activities are differentiated for the age and stage of each child, so that they are all able to join in and receive a good level of challenge. All of which further heighten children's well-being and sense of belonging.

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

Through everyday routines and practices, the childminder effectively encourages children to lead a healthy lifestyle. Children develop good self-care skills. For example, toddlers are encouraged to feed themselves with finger foods at lunch time. Children are able to make healthy choices from the snacks available. The children have a good understanding of effective health and hygiene practices. They routinely and independently wash their hands at appropriate times throughout the day. This supports them in developing good self-care skills and an understanding of their personal care needs. The children have daily opportunities to play outdoors and to engage in physical activity. For example, they enjoy playing in the garden, going on walks and visiting the park. As a result, children enjoy the benefits of playing in the fresh air, which promotes their healthy growth and development. In addition, because they are active, they make good progress in in their physical

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

development. For example, they ride bikes and use small apparatus to crawl over, through and under, to develop their climbing and balancing skills. In addition, by using small tools, such as cutters and rollers when playing with the dough, children have good opportunities to develop their coordination and dexterity skills.

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provision

The childminder has a very good understanding and knowledge of how to meet the safeguarding and welfare requirements of the Early Years Foundation Stage. All the requirements are maintained to a very good level to ensure children are safe and protected while in the childminder's care. Children's safety is of the utmost priority to the childminder, who fully demonstrates an excellent understanding of her role and responsibility to protect the children in her care. All required household members are suitably vetted and the childminder monitors who has access to the children. Comprehensive risk assessments are undertaken in the home, outdoor play area and on outings. These are reviewed on a regular basis in order to keep children safe and secure at all times. This is further supported by a detailed set of policies and procedures which are rigorously implemented. The childminder has an excellent understanding of the

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provision

learning and development requirements of the Early Years Foundation Stage. She regularly reviews and monitors the planning to ensure the educational programme continues to provide a range of vibrant, creative and challenging activities and play opportunities for all children. As a result, children remain extremely enthusiastic, motivated and show very positive attitudes towards their learning through play.

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provision

The good partnerships with parents contribute significantly to meeting children's learning and development needs and promoting their well-being. Therefore, this ensures they are very confident to leave their children in the childminder's care. There is a very high level of communication with parents, which ensures a wholesome continuity of children's care, learning and development. The extensive two-way sharing of written and verbal information enhances parents' experience and extends children's learning. This means that they are kept very well informed about the childminder's setting and they are involved in promoting their children's progress and well-being. Parents' views about all aspects of the setting are sought using questionnaires. Children have an active voice in sharing their ideas and their opinions are readily sought. All of this demonstrates an eagerness to ensure that the childminder continues to provide high-quality provision for children.

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provision

Partnerships with others involved in the care and learning of the children are extremely effective and ensure their learning and development is continued and built upon expertly.

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provision

The childminder ensures that her practice is fully inclusive to support the needs of children who attend the setting. The childminder and her assistant have high expectations of themselves. They are passionate about providing the best possible care and learning opportunities for the children. The childminder has completed all required and many additional training courses. She effectively reflects on and evaluates her service. This means that children gain rich experiences within the setting.

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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 149123 Local authority Southend on Sea Inspection number 871009 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 Number of children on roll 9

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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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