Childminder in Essex

Inspection date

Previous inspection date 15/01/2015 11/01/2012

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early years provision

This inspection: 2 Previous inspection: Not Met 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 provides effective teaching for children. She provides a good variety of interesting and challenging activities and resources to stimulate children and engage their thinking. The childminder successfully promotes children's communication and language by asking them questions about their choices and decisions.  Children show that they have formed strong bonds and attachments with the childminder. This is evident as children show that they feel safe and secure and demonstrate good levels of behaviour, confidence and self-esteem in her care.  The childminder demonstrates a good knowledge and understanding about her role and responsibility to protect children and keep them safe from harm.  The childminder has established effective partnerships with parents. This benefits children by providing consistency and coherence in meeting their needs. Regular sharing of information, records and documentation support children's good health and

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It is not yet outstanding because

 The childminder has not yet fully maximised links with other settings that children attend, in order to optimise consistency in their 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

 The inspector spoke to and interacted with the childminder and children throughout the inspection.

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Inspection activities

 The inspector looked at the environment, resources and equipment provided and how effectively they are used to support children's play and learning.

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Inspection activities

 The inspector examined a selection of information and documentation relating to the suitability of adults, children's safeguarding, welfare and developmental progress.

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Inspection activities

 The inspector and the childminder jointly observed and discussed children's learning and development during play.

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Information about the setting

The childminder was registered in 2004 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children, in a house in Harlow. The family has a pet cat. The ground floor of the childminder's home is used for childminding. The childminder uses her garden and takes children to the local park for outdoor play. She takes children to and collects them from the local pre-school and school. She operates Monday to Friday, from 8am until 6.30pm. There are currently six children on roll, one of whom is in the early years age range. Children attend for a variety of sessions.

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

 extend the links with other settings, which children attend, to ensure that their learning is complemented further, in order to raise their achievements to the highest level.

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who attend

The childminder successfully delivers the Early Years Foundation Stage to a good level. She measures children's achievements and progress, based on their starting points, against the typical expectations for their age. She uses effective teaching to promote children's language, vocabulary and understanding. For example, while travelling home from pre-school, children freely talk with the childminder about their morning. The childminder effectively uses open-ended questions, which encourage children to recall the activities, which they have participated in. The childminder successfully supports children's personal, social and emotional development to a good level. Shy children are gaining in confidence because the childminder is very supportive and encouraging. As a result, children display good levels of independence and confidence appropriate to their age. They show good social skills as they wait their turn, make choices and freely share their

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who attend

cake and chocolate, which they brought home from pre-school.

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who attend

The childminder knows the children well and she observes them as they play and interact. She uses this information to extend and challenge children's learning. The childminder provides a varied selection of activities, experiences and routines that enable children to develop their skills. These are carefully planned into interesting and stimulating activities, which promote children's readiness for school.

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who attend

Partnerships between the childminder and parents are good. The childminder obtains information from parents about what children like and can do and what their present interests are. She uses this information skilfully to provide attractive toys and activities, which interest and engage children. The childminder and parents share written information daily through a diary. This is very effective in supporting children's consistent care and learning. Parents also work with the childminder to choose an appropriate pre- school, which most suits their children's needs. Consequently, children's learning and development are progressing well, as a result of consistent and cohesive partnerships with parents.

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

Children are happy to greet the childminder, which shows that they have formed affectionate bonds and attachments with her. They display good levels of behaviour and confidence in her care, which means that they feel safe and secure. Children's growing self-esteem and emotional well-being are supported by the childminder, who displays a calm and nurturing nature, which they respond to positively. This helps them to feel valued and secure. Children are developing a good understanding of behaving responsibly and keeping themselves safe. For example, children know that they must not unlock their seat belt in the car until the engine has stopped. The childminder engages children in making their own decisions through giving them options and choices. This enables children to confidently make their own choices and they are developing the skills and confidence, which will enable them to be emotionally well prepared to move onto full-time school.

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

The childminder provides individually tailored settling-in procedures for children in partnership with their parents. Children are introduced at their own pace to enable them to get use to the change with good, cooperative support. This enables children to grow in confidence and develop the skills and independence, which they need to take the next steps in their learning. Parents share information daily about children's individual care needs, which enables the childminder to support their well-being successfully. As a result, children are happy and content. Children are developing a good understanding of managing their own personal safety, relative to their age and understanding. They are encouraged by the childminder to look and think for themselves. She gives them clear messages and guidance, which enables them to keep safe. For example, children are asked to think about what will happen as they balance on the kitchen chairs. As a result,

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

Children are adopting good habits and hygiene routines, which supports their understanding of healthy lifestyles. They routinely wash their hands after playing with the dough and before eating their snack. Children explore their physical skills through activities and equipment both indoors and outside in the garden or the local park. They have a good understanding about dressing appropriately for the weather and keeping themselves healthy and safe as they travel to and from their pre-school and schools.

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provision

The childminder has a good knowledge and understanding of how she protects all children in her care. She meets the safeguarding and welfare requirements effectively. The childminder regularly undertakes risk assessments in her home and when outside. As a result, children can explore and play safely. The childminder fully understands her individual responsibility to safeguard and protect children. This is supported with clear, written procedures to follow if she has a child protection concern. Additionally, the childminder ensures that all adults within her home are suitable to be around young children. Therefore, children are protected.

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provision

The childminder monitors and evaluates her practice effectively. She does this by assessing children's progress and the effectiveness of the activities that she provides. She continues to extend her knowledge through links with other professionals and by updating her training. As a result, the childminder shows that she has the motivation and commitment to continue to provide good levels of care and teaching for children.

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provision

The childminder liaises with most of the children's key persons in other settings that they attend. However, there is room to extend the links with those settings where children are delivered into the childminder's care at the door. This means that the childminder has less opportunity to observe children's interaction and progress in group learning situations. Therefore, in order to enhance their continuity of learning and raise their achievements to the highest level, there is room to extend the links with other settings that children attend.

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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 EY282951 Local authority Essex Inspection number 905271 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 6

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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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