Childminder in Essex

Inspection date

Previous inspection date 7 June 2016 22 June 2010

p.1

This inspection: Good 2

Effectiveness of the leadership and management Good 2

p.1

This inspection: Good 2

Quality of teaching, learning and assessment Good 2

p.1

This inspection: Good 2

Personal development, behaviour and welfare Good 2

p.1

This provision is good

 The childminder promotes children's communication and language skills well. She mimics babies' babbles, repeats familiar words and adds new words into older children's vocabulary. Children become confident communicators and engage in social interactions with ease.  The childminder forms warm, caring bonds with children. She provides a welcoming environment where children feel happy, confident and settle well. The childminder is very responsive to their individual needs.  The childminder has formed successful partnerships with other childminders. She meets up with them regularly to share good practice ideas. The childminder attends regular training based on children's needs and her own professional aspirations, keeping her knowledge and skills up to date.  The childminder evaluates her practice regularly. She actively seeks the views of parents, children and other professionals to help inform her challenging but achievable

p.1

This provision is good

plans for improvement.  The childminder forms effective partnerships with parents. She updates them regularly on their children's progress and includes their views into assessments of children's development. The childminder advises parents on how they can effectively support their children's learning at home.

p.1

It is not yet outstanding because:

 The childminder's checking of younger children's progress is not sharply focused enough to achieve the best possible learning outcomes for them.  The childminder provides fewer opportunities for children who learn best outdoors to achieve their full potential in all areas of learning.

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

 develop systems for checking younger children's progress so they are more sharply focused in order to achieve the best possible outcomes for their development  enhance the provision for outdoor play so children who learn best outside have further stimulating learning opportunities.

p.2

Inspection activities

 The inspector observed activities in the indoor and outdoor learning environment where children play and viewed all areas of the home used for childminding.  The inspector observed a focused activity and evaluated the quality of teaching with the childminder.  The inspector spoke with the childminder and children at appropriate times during the inspection.  The inspector looked at children's development records, planning and a range of other documentation, including policies and procedures and risk assessments.  The inspector checked evidence of the qualifications of the childminder, her suitability and the suitability of other household members.  The inspector took account the views of parents expressed in written testimonials.

p.2

Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder can identify the possible indicators of abuse and knows the appropriate action to take if she has concerns about a child. She places a high importance on keeping children safe. The childminder's daily checks and risk assessments of the premises and outings are robust. She forms successful partnerships with the other early years settings that children attend. The childminder shares in-depth information with them about their children's progress and her planning for their future development. She has also formed highly effective partnerships with the schools that children move to. The childminder shares assessments of children's progress and liaises with the school teachers about ways in which she can prepare them for the move. Children experience high levels of consistency in their learning.

p.3

Quality of teaching, learning and assessment is good

The well-qualified childminder has a good knowledge of how children learn. She gets to know children well through regular observations and accurate assessments of what they can do. In the main, the childminder uses this information to plan activities that are matched to children's individual needs and interests. She promotes children's understanding of the world around them well. The childminder provides opportunities for babies to splash and pour water. She also uses this as an opportunity to develop their imagination. The childminder role models how to wash a doll and children excitedly copy her. She is skilled in knowing when to step into children's play, to build on what they already know. The childminder's interactions are exciting and engaging for children. Older children develop their mathematical knowledge, such as exploring quantities. The childminder supports them to use words, such as, full, empty, big and small in their play.

p.3

Quality of teaching, learning and assessment is good

Children freely access a wide range of books and the childminder reads to them regularly.

p.3

Personal development, behaviour and welfare are good

The childminder has high expectations for children's behaviour. She sets clear, age- appropriate boundaries and gently reminds children of these throughout the day. The childminder praises children regularly for their achievements and kindness towards each other. This has a positive impact on children's self-esteem and confidence. The childminder promotes sharing, turn taking and good manners. Older children happily collect toys for younger children. Children have many opportunities to experience fresh air and physical exercise. They go on daily outings to interesting places, such as, the local park, wood, farm and toddler groups. The childminder promotes good hygiene routines and encourages children to attend to their own personal care needs.

p.3

Outcomes for children are good

All children make good progress given their starting points and capabilities. They are well prepared for the next stage in their learning, including starting school. Children develop good independence skills. They put on their shoes and help to make sandwiches for lunch. Children develop good listening and attention skills. They follow instructions well and develop good social skills.

p.3

Setting details

Unique reference number EY344575 Local authority Essex Inspection number 863058 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 3 Total number of places 6 Number of children on roll 3

p.4

Name of registered person

Date of previous inspection 22 June 2010

p.4

Telephone number

The childminder was registered in 2006 and lives in Hockley, Essex. She operates all year round from 7.30am to 5.30pm, Monday to Thursday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 6. She provides funded early education for two-, three- and four-year-old children.

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 reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.5

Telephone number

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

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