Mercz Carol

Inspection date

Previous inspection date 19 May 2015 12 March 2009

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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

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This inspection: Good 2

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

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This inspection: Good 2

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

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This inspection: Good 2

The setting meets legal requirements for early years settings

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This provision is good

 The quality of the childminder's teaching is good. She works effectively with an assistant to provide children with an exciting range of challenging and stimulating learning opportunities. As a result, children are keen and motivated to learn.  The childminder uses her observation and assessment skills well, to follow children's progress. She monitors their learning needs effectively. As a result, gaps in children's learning are swiftly identified and appropriate action taken to close them. This means that children make good progress in their learning.  Children are settled, content and happy in the childminder's care. The childminder takes time to get to know new children and their families, in order to support their move into her care positively.  Children confidently move around the areas of the childminder's home, which are accessible to them. They play in a stimulating, well-resourced environment. The

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This provision is good

effective presentation of resources and equipment provides good opportunities for children to guide their own learning and to become independent.  Children are effectively safeguarded as the childminder and her assistant regularly update their safeguarding knowledge through appropriate training.  Partnerships with parents are strong. The childminder actively involves parents in their children's learning. Good two-way communication ensures parents are kept well informed of their children's day.

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It is not yet outstanding because:

 Opportunities to work in partnership with other early years settings, attended by children, are not maximised. This does not ensure a consistent approach to complementing and supporting children's ongoing progress.

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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

 strengthen partnerships with other early years settings, attended by children, to ensure a consistent two-way flow of information is maintained so that children are fully supported in their learning and development.

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Inspection activities

 The inspector observed activities in the childminder's playrooms and kitchen.  The inspector held discussions with the childminder and children at appropriate times throughout the inspection.  The inspector looked at a range of documentation including children's details, accident and medication records, written risk assessments, written policies, and information about planning and children's learning.  The inspector looked at evidence of the suitability checks carried out on all adults living on the premises and looked at copies of the childminder's training and qualification certificates.  The inspector took account of the views of parents shared through written comments by parents in parental feedback questionnaires, and in children's development folders. She also spoke to past parents on the telephone.  The inspector discussed the childminder's and her assistant's knowledge of children's learning, based around her observations of a planned activity.

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who attend. This is good

The childminder uses her many years of childcare knowledge and experience to provide children with a wide range of planned and freely chosen learning opportunities. Her assessment procedures are precise, and enable her to plan suitably challenging activities. Children's speech is effectively promoted by the childminder using clear questions to enhance their language. She provides them with interesting opportunities to engage their interest in their early reading and writing skills. For example, they have constant use of drawing and writing materials and can freely access a good selection of books. The environment contains lots of example of print, so that children get used to seeing that print has meaning. Children enjoy exploring household objects as they delve into treasure baskets. The childminder and her assistant support this learning well. For example, they use appropriate language, such as smooth, heavy, light and prickly to encourage children

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good

Children settle well into the childminder's care. They develop a good understanding of what is expected of them because the childminder is clear about the boundaries within her home. The childminder and her assistant use lots of positive praise to reinforce children's emotional well-being. The extensive range of resources and the exciting environment, provide good opportunities for children to develop independence. For example, they freely access toys and play materials from the low-level storage, to guide their own play and learning. Children learn how to keep themselves healthy and safe, as the childminder and her assistant promote their understanding through a range of engaging activities. Children's physical abilities are promoted as they regularly use outdoor resources to develop their climbing, running and jumping skills. The childminder makes good use of the local environment and community groups for children. She prepares them well for their

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good

next stages of learning, such as becoming independent and getting ready for school.

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provision is good

The well-qualified childminder regularly reviews her planning and assessment. This means that she keeps a sharp focus on each child's progress and seeks appropriate support for individual children where required. The childminder has procedures in place to support her assistant. She trains and coaches her to further her professional development and knowledge of how children learn. The childminder is committed to further developing her own knowledge through a range of training courses. She is reflective in her work and effectively reviews all aspects of her provision. The childminder uses new found knowledge from training to enhance her childcare practice. Partnerships with parents are effective. However, links with other early years settings, which children attend, are not so secure. As a result, the childminder is not able to proficiently complement and support learning that takes place in other aspects of children's lives.

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Setting details

Unique reference number 203049 Local authority Essex Inspection number 854318 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 Number of children on roll 16

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Name of provider

Date of previous inspection 12 March 2009

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Telephone number

The childminder was registered in 1999 and lives in Chelmsford, Essex. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for three- and four-year-old children and works with one assistant.

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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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