Childminder in Essex

Inspection date

Previous inspection date 19 March 2015 28 August 2012

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3

Previous inspection: Satisfactory 3 How well the early years provision meets the needs of the range of children who attend Requires improvement The contribution of the early years provision to the well-being of children Requires improvement The effectiveness of the leadership and management of the early years provision Requires improvement The setting does not meet legal requirements for early years settings

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This provision requires improvement. It is not yet good because:

 The childminder does not accurately assess children's progress based on a secure knowledge of their next stages of development. Therefore, any gaps in learning are not consistently identified and supported through appropriate interventions.  The childminder's planning and delivery of adult-led activities is too focused on the finished product, inhibiting children from expressing themselves freely and guiding their own learning.  The childminder does not always make best use of the space and resources available within her home. She does not ensure children have adequate space to extend their play and have appropriate arrangements for sitting comfortably for meals and snacks.  The childminder has some links with local schools and other early years settings which children attend. However, these are not robust enough to enable her to fully complement the learning that takes place across all aspects of children's lives.

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It has the following strengths

 Children actively participate in a wide range of learning experiences which enable them to explore all seven areas of learning.  Children form close and caring relationships with the childminder and her assistants. They are happy and confident in the childminder's care.  The childminder is knowledgeable about her roles and responsibilities with regard to protecting children, to ensure their welfare is maintained.  Partnerships with parents are strong. Parents are provided with clear information about the childminder's provision and are kept well informed of their children's learning and development.

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What the setting needs to do to improve further

To meet the requirements of the Early Years Foundation Stage the provider must:

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What the setting needs to do to improve further

 ensure assessment of children's progress and development takes account of their starting points, is precise and is thorough enough to identify individuals or groups of children who require interventions.

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What the setting needs to do to improve further

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

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What the setting needs to do to improve further

 review how the environment is used to ensure best use is made of the space and resources, especially during snack and mealtimes and when using the playroom for the full complement of children  improve partnerships with other early years settings which children attend, to extend information sharing and to complement the learning that takes place across all aspects of children's lives  improve opportunities for children to develop their own ideas and make their own creations in craft activities.

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Inspection activities

 The inspector observed activities in the playhouse and in the childminder's lounge and garden.  The inspector held discussions with the childminder, her assistants and children at appropriate times during the inspection.  The inspector looked at a range of records, including children's details, accident and medication records, daily attendance registers, written policies and risk assessments and information about children's learning and development.  The inspector looked at evidence of the childminder's training and qualifications and proof that all adults living on the premises or working with children have been appropriately vetted.  The inspector took account of the views of parents contained within the childminder's records.

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who attend. This requires improvement

The childminder does not monitor children's development effectively. For example, she does not gather information about children's starting points or assess their progress over time well enough. Therefore, gaps in children's learning are not swiftly identified and closed. The childminder provides a range of learning experiences for children. However, her understanding and delivery of some creative activities is too focused on the end product looking perfect. This inhibits children from expressing themselves freely. Parents are actively encouraged to discuss their children's progress. Partnerships with other early years settings, which children attend, however, are less secure as she does not include all those involved in children's learning. Consequently, not all parties actively contribute to children's assessment. Children's early reading and literacy skills are effectively promoted by the childminder and her assistants. For example, they introduce new vocabulary, use

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who attend. This requires improvement

simple pictorial reading books and provide good opportunities for children to make marks with a range of materials. The skills developed through these activities help to prepare children for school.

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requires improvement

The childminder's home is bright and welcoming. However, best use is not always made of the space or resources available. For example, the playroom can become crowded when the childminder, her assistants and the full complement of children are in attendance. Meal and snack times are also not well organised to ensure that children have a comfortable space to eat. For example, children sit on the floor of the playroom, in a limited space. Children enjoy their experiences with the childminder and her assistants. They are confident, relaxed and approach the adults for cuddles and reassurance. Adults respond to the children affectionately, helping them to build a strong sense of security and to promote their emotional well-being. Children's independence skills are effectively promoted by the childminder and her assistants, who always encourage children to have a go first, before assisting them. Children behave well and understand the importance of

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requires improvement

being kind and caring towards each other.

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provision requires improvement

The childminder works with two assistants. She has a basic understanding of how children learn, which enables her to provide children with a varied educational programme. The childminder and her assistants update their knowledge of childminding issues and review their working practices in line with current thinking, through training. Reflective practice and self-evaluation enable the childminder to drive improvements. The childminder has an appropriate understanding of her responsibilities when working with assistants, for example, maintaining correct ratios and monitoring their work. The childminder and her assistants have sound knowledge about how to keep children safe and to how protect them from harm.

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Setting details

Unique reference number EY406240 Local authority Essex Inspection number 941746 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 18 Number of children on roll 12

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Name of provider

Date of previous inspection 28 August 2012

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Telephone number

The childminder was registered in 2009 and lives in Colchester, Essex. She operates all year round from 7am until 7pm, except bank holidays and family holidays. The childminder works with two assistants.

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Telephone number

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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Telephone number

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. 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, safeguarding and child protection.

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Telephone number

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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Telephone number

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

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