Woolner, Trisha

Inspection date

Previous inspection date 24/11/2014 16/06/2009

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early years provision

This inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision requires improvement

 The childminder and her assistants demonstrate a reasonable understanding of how children learn. They provide a range of activities and outings which promote children’s learning adequately.  Children are protected from harm because the childminder and her assistants understand their responsibilities with regards to safeguarding children.  The childminder and her assistants are welcoming and caring, therefore, children's emotional development is supported as they are happy and settled in their care.  Children receive continuity of care as the childminder works closely with parents.

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It is not yet good because

 Children have fewer opportunities to independently self-select and initiate their own play and learning. This is because activities are mostly adult-led and do not consistently offer sufficient challenge.  The childminder and her assistants do not have sufficient knowledge of the requirements of the Early Years Foundation Stage with regard to providing opportunities for children to develop and use their home language in play and learning.  Children cannot independently access a drink without asking as drinking water is not consistently easily accessible.  The outdoor garden area offers a limited learning environment due to the lack of resources to stimulate and excite children.

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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 the garden and viewed all areas of the home used for childminding purposes.

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Inspection activities

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

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Inspection activities

 The inspector looked at information to confirm the suitability of all adults living on the premises and the suitability of those caring for children.

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Inspection activities

 The inspector looked at a range of records and documentation including a sample of the children's development records.  The inspector took account of parents written comments.

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Information about the setting

The childminder was registered in 1987 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The childminder works from her parent's home in Chelmsford, Essex. The whole of the premises and the rear garden are used for childminding. The family has a cat as a pet. 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 19 children on roll, of whom 11 are in the early years age group and attend for a variety of sessions. The childminder routinely works with two assistants. She operates all year round from 8am to 5.30pm, Monday to Friday, except bank holidays and family holidays. The childminder supports children who speak English as an additional language. She is a member of the Professional Association

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Information about the setting

for Childcare and Early Years. The childminder receives funding for the provision of free early education for two-, three- and four-year-old children. She receives support from the local authority.

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must:

 provide a balance of both adult-planned and child-initiated activities, to extend children’s learning.

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must:

 develop adults’ understanding of the requirements of the Early Years Foundation Stage with regard to supporting children whose home language is not English.

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must:

 ensure children can access drinking water at all times.

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

 improve activities provided so they are consistently interesting and offer sufficient challenges that meet the needs of all children

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

 provide a stimulating outdoor learning environment which supports children’s development across all areas.

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who attend

The childminder and her assistants have a satisfactory knowledge and understanding of most of the learning and development requirements in the Early Years Foundation Stage. However, they do not have sufficient knowledge of the requirements with regard to providing opportunities for children to develop and use their home language in play and learning. The childminder and her assistants use their knowledge of how children learn to teach them and support their development Children are offered a variety of activities. These provide opportunities for them to use their imagination. For example, young children enjoy playing with trains and sit setting out the train tracks. The childminder's assistant engages in the children's play and suggests they use animals to set out a farm alongside the tracks. The childminder and her assistants interact with children and encourage conversations. For example, they ask what pieces are needed to support the

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who attend

track on the bridge and pose questions around the animals they choose for the farm. Children are given time to think and respond. Children are offered sensory activities, such as using cornflour to touch and make patterns, developing early writing skills. Children use spoons to scoop the mixture and learn to take turns as they share the resources. Children watch selected children's programmes on the television but younger children lose concentration quickly and lose interest in this group activity. These activities are adult-led and take place one at a time. This means some children become bored as the activities do not sustain their interest or offer sufficient challenge for all children participating. Children are generally prepared for their next stages of learning, for example, when going to pre- school or school. This is because the childminder has established links at these settings and understands which skills are important for children to acquire before moving on to

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who attend

school. For example, children are supported in developing some independence skills, such as putting their coats on ready to play in the garden. They are encouraged to communicate through conversation. The educational programme offered includes regular daily trips outside of the home and these activities are organised and adult-led. Participation in activities at toddler group encourages children to socialise with others, listen, take turns and follow instruction. These skills help with the smooth move on to school.

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who attend

The childminder knows the children well because parents are welcome in the home and are encouraged to provide useful information regarding their child's development. Children's language development is encouraged through conversation and recognition that text has meaning by providing books and text in the playroom. The childminder provides parents with opportunities to share information regarding their child's day as she ensures time is offered each day for informal discussion. The childminder understands the importance of completing ongoing observations which include the completion of the progress check for children between the ages of two and three years. Children's development records are available to parents and contain samples of children's work, observations and photographs. The childminder positively encourages parents to contribute what they know about their children in these records to ensure she is fully

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who attend

informed and can support their learning. A range of quality toys and resources are available to support children's learning within a dedicated playroom. However, the childminder does not fully maximise the use of the outdoor space to create an effective learning environment. For example, she does not fully extend children's language, communication and literacy skills by providing an outdoor environment, which is rich in print, sign and pictures. Resources are not easily accessible to consistently support understanding of the world and physical development. This means those children who learn better outdoors are not fully supported and children have fewer opportunities to spontaneously and independently make decisions about their own play and learning outdoors.

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

Children are happy, comfortable and settled within the home. This is because the childminder and her assistants have effective systems for supporting them and their families through their settling-in period. Children are allocated a key person and this supports them to form secure emotional attachments. Information obtained when children first attend with regard to their individual needs, likes and dislikes are also considered. For example, the childminder sets out activities that interest them ready for when they arrive. Children form close and caring relationships with the childminder and her family and they make friends with other children in the childminders’ care. The childminder is calm, caring and takes time to get to know them. As a result, children feel emotionally secure. Children understand what is expected of them and follow the simple rules that are told to them from an early age. For example, children know to wash hands before eating and after

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

using the toilet, they are encouraged to pack toys away after themselves and are happy to do so. They are thanked and praised for their efforts and children demonstrate positive behaviour. Children's confidence and self-esteem is promoted by the childminder using clear and positive language with them. Children enjoy cuddles and stories while sitting on the childminder's lap.

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

The childminder ensures the home is welcoming for children. A playroom offers a selection of resources that are organised to help them select toys for themselves. Posters, photographs and children's artwork is displayed here, and children have their own coat pegs creating a sense of belonging. The childminder ensures children learn about keeping themselves safe. This is successfully achieved through the everyday routines. For example, a thorough risk assessment is completed for outings that include the delivery and collection of children to school. Children are taught and understand the importance of good road safety. The childminder uses a mini bus for outings and children are taught the importance of using car seats and seat belts. Young children know to sit on their bottoms or hold on to the bannister when using the stairs and follow the clear instructions from the childminder as this keeps them safe.

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

Children learn about hygiene practices. For example, young children are offered wipes for their hands before snack. They know the importance of washing hands before meals and after using the bathroom. Children's dietary needs are considered when the childminder plans the menu. They enjoy freshly prepared hot lunches, such as shepherd's pie and vegetables. However, babies and young children cannot access drinking water and have to ask for drinks if they are thirsty. This is because drinking water is not routinely accessible to all children, which is a requirement of the Early Years Register and compulsory Childcare Register. Children receive fresh air and exercise every day in the garden or as they participate in daily outings outside of the home, such as, visits to the park, zoo or soft play centres. The childminder uses planned activities to prepare children for their next steps in learning. For example, children develop confidence when meeting new people, as

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

the childminder enhances their social skills through many organised visits to local toddler groups and activity centres.

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provision

The childminder and her assistants demonstrate a satisfactory understanding of their responsibility to meet the safeguarding and welfare requirements of the Early Years Foundation Stage. Children's welfare is protected as the childminder and her assistants demonstrate a sound knowledge of how to safeguard children in their care. The childminder updates her safeguarding knowledge through appropriate training and her assistants are fully supported to complete training to ensure they implement the childminders’ policies in practice and fully protect children. All adults living on the premises and the assistants employed have completed appropriate checks used to assess their suitability to work with children. The childminder effectively monitors visitors to her home, she asks them for identification and to sign a visitors book. Children are supervised at all times, to promote their safety and welfare. Following the last inspection and

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provision

recommendations made, the childminder has adequate systems in place for risk assessing her home. Emergency evacuation is practised, and the childminder records children's daily attendance and any accidents. This means children's welfare is protected and they can play in a safe environment.

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provision

The childminder is beginning to monitor children's development and progress made so that she can identify any gaps in learning and plan accordingly. She has established a self- evaluation process to provide an overview of what she does well and areas that she can improve upon. She has also implemented a process to ensure children’s next steps in learning are linked to the educational programme. The childminder positively supports her assistants in training as she is aware this improves outcomes for children. She monitors their performance through observations and has daily discussions to evaluate their practice.

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provision

The childminder has established positive working relationship with parents. She communicates effectively with them and welcomes them into her home. Parents are provided with useful information in a variety of ways. For example, newsletters and display boards detail useful information and provide parents with information regarding activities, arranged outings and the menu for the day. Parents’ views and contributions are encouraged through daily conversation and the use of a questionnaire. As a result of parents’ comments the childminder now offers more formal feedback sessions at open evenings arranged termly. Parents express their views through written thank you cards and references to the childminder. They indicate that their child's quality of life is enhanced as a result of being cared for by the childminder, and that their children flourish in this setting. Parents comment on the support and time offered to them and they trust

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provision

the childminder completely. The childminder has established links with the local pre-school and school where she collects children and works closely with them. She complements the learning that takes place in other areas of children's lives, by communicating effectively with parents and with the children's teachers at school.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are

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actions)

The requirements for the voluntary part of the Childcare Register are Met

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To meet the requirements of the Childcare Register the provider must:

 ensure children have access to drinking water (compulsory part of the Childcare Register).

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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 202898 Local authority Essex Inspection number 865183 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 18 Number of children on roll 19

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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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