Childminder in Thurrock

Inspection date

Previous inspection date 27 March 2015 28 March 2011

p.1

This inspection: Good 2

Previous inspection: Outstanding 1 How well the early years provision meets the needs of the range of children who attend Good 2

p.1

This inspection: Good 2

The contribution of the early years provision to the well-being of children Good 2

p.1

This inspection: Good 2

The effectiveness of the leadership and management of the early years provision Good 2

p.1

This inspection: Good 2

The setting meets legal requirements for early years settings

p.1

This provision is good

 Children's personal, social and emotional well-being is promoted through regular praise and encouragement. Children are happy and settled, and they develop effective bonds and attachments with the childminder and their peers.  Partnerships with parents and carers are strong. Information sharing encourages two- way communication. Effective settling-in procedures mean that children are fully supported in their move from home and on to school. As a result, children acquire some of the skills they need for school.  Children's communication and language development, including those who speak English as an additional language, is good. The childminder provides opportunities for them to express themselves on a daily basis through activities, such as role play.  The childminder promotes children's safety and welfare. She encourages them to learn about their personal safety on the walk to and from school. As a result, children begin

p.1

This provision is good

to demonstrate awareness of the consequences of their actions.  Children's physical development is strongly promoted because the childminder provides opportunities for them to access fresh air and exercise on a daily basis. For example, children enjoy regular visits to the local nature reserve, where they learn about wildlife and their local community.

p.1

It is not yet outstanding because:

 The childminder does not fully support children's thinking skills because sometimes she does not give them enough time to respond to questions. Additionally, during activities children are not consistently given the opportunity to do as much as possible for themselves.  Partnerships with all providers of the Early Years Foundation Stage, where children also attend, are not consistently promoted.

p.1

What the setting needs to do to improve further

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

p.2

What the setting needs to do to improve further

 maximise opportunities for children to think further, for example, by giving them time to respond during discussions and do more for themselves during activities  extend partnerships with other providers of the Early Years Foundation Stage to promote consistency of care and learning.

p.2

Inspection activities

 The inspector looked at evidence of the suitability of the childminder and her household members. A range of other documentation, including her first-aid and safeguarding training certificates, were also viewed.  The inspector held joint discussions with the childminder, and her co-childminder, in relation to observations of the children's play, learning and progress.  The inspector observed general play, an adult-led activity, outside play and lunchtime. She talked with the childminder, her co-childminder and children at appropriate times throughout the inspection.  The inspector took into account the views of parents in the form of written references.

p.2

who attend. This is good

The childminder demonstrates a good knowledge and understanding of the Early Years Foundation Stage. She works alongside a co-childminder on a daily basis, and together they observe and assess children's development. Activities are planned according to children's likes and interests, and their next steps in learning are taken into consideration. However, during some activities children are not given enough time to think about their response to questions before the childminder gives them the answer. In addition to this, when some children take part in adult-led activities, too much is done for them as they use pre-drawn cards and materials. Consequently, the childminder is not consistently maximising opportunities to challenge children. Teaching is good. The childminder fully encourages children's imaginations by providing a good range of resources. For example, they dress up as vets and care for their pretend pets, or wear aprons as they serve meals

p.3

who attend. This is good

in the home corner restaurant. As a result, children's confidence is developing well and they are motivated to learn.

p.3

good

The childminder promotes opportunities for children to spend time outside in her well- resourced garden. Their imaginations are good as they are encouraged to make up their own games and ideas. For example, as children enjoy water play they become pirates searching for treasure. Inside activities, such as problem-solving puzzles, encourage children to work together and they build good friendships. Children learn about effective hygiene procedures through regular routines and each child has an individual hand towel to limit the possibility of cross-infection. Children eat packed lunches provided by their parents and a range of healthy snacks provided by the childminder. The childminder supports children's personal safety as she uses opportunities, such as when using pretend tools and wood, to discuss the safest way to use these objects.

p.3

provision is good

The childminder demonstrates a good knowledge and understanding of how to protect children in her care. She knows the signs and symptoms of abuse, and the correct procedures to follow if she has concerns. In addition to this, she has recently attended safeguarding and first-aid training to ensure that she is up to date with legislation. This also means that in an emergency she is able to quickly respond to accidents and incidents. Consequently, children's safety is promoted. The childminder works closely with another childminder on a daily basis and together they discuss and review children's progress. The childminder is aware that training improves outcomes for children and through evaluation she is able to promote continuous improvement. Parents speak highly of the childminder and strong relationships are in place to support the good progress that children make in their learning. However, the childminder does not maximise opportunities to build

p.3

provision is good

relationships with all providers of the Early Years Foundation Stage, where children attend other settings. As a result, consistency of care is not optimised at all times.

p.3

Setting details

Unique reference number 204322 Local authority Thurrock Inspection number 854334 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 13

p.4

Name of provider

Date of previous inspection 28 March 2011

p.4

Telephone number

The childminder was registered in 1999. She operates all year round from 7am to 6.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides overnight care and she works on a daily basis with another registered childminder.

p.4

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.

p.4

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.

p.4

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’.

p.5

Telephone number

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

p.5