Childminder in Medway

Inspection report for early years provision

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Unique reference number EY414412 Inspection date 11/10/2011 Inspector Liz Coffey

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Type of setting Childminder to 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. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, 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.

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T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Introduction

This inspection was carried out by Ofsted under Sections 49 and 50 of the Childcare Act 2006 on the quality and standards of the registered early years provision. ‘Early years provision’ refers to provision regulated by Ofsted for children from birth to 31 August following their fifth birthday (the early years age group). The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and welfare, known as the Early Years Foundation Stage.

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Introduction

The provider must provide a copy of this report to all parents with children at the setting where reasonably practicable. The provider must provide a copy of the report to any other person who asks for one, but may charge a fee for this service (The Childcare (Inspection) Regulations 2008 regulations 9 and 10).

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Introduction

The setting also makes provision for children older than the early years age group which is registered on the voluntary and/or compulsory part(s) of the Childcare Register. This report does not include an evaluation of that provision, but a comment about compliance with the requirements of the Childcare Register is included in Annex B.

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Introduction

Please see our website for more information about each childcare provider. We publish inspection reports, conditions of registration and details of complaints we receive where we or the provider take action to meet the requirements of registration. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Description of the childminding

The childminder registered in 2010. She lives with her 13 year old daughter. They live in a three bedroom house in Thamesmead, in the London borough of Greenwich. All of the premises can be used for childminding purposes. There is an enclosed garden available for outdoor play. Some guinea pigs are kept as pets in a hutch in the garden.

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Description of the childminding

The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The childminder is registered to care for a maximum of six children under eight years, of whom three may be in the early years age range, and one may be under one year at any one time. There are currently three children on roll, two of whom are in the early years age range. The childminder does not provide overnight care.

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The overall effectiveness of the early years provision

Overall the quality of the provision is good.

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The overall effectiveness of the early years provision

The childminder provides a safe, stimulating, inclusive environment. She has drawn up and implemented detailed policies and procedures that underpin her service. The childminder provides a wide range of activities that meet children's interests and generally help promote their learning and development. There are good systems in place to ensure daily communication with parents and others involved in the children's care and education. The childminder reflects on her practice and has taken some positive steps to identify the strengths and weaknesses of her provision. She is keen to develop her service further to improve the outcomes for all children.

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further?

To further improve the early years provision the registered person should:

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further?

 develop systems of self-evaluation to further identify the setting''s strengths and priorities for development that will improve the quality of provision for all children  develop further the use of observations to identify learning priorities and plan relevant and motivating learning experiences for individual children This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

Children are kept safe and their well-being is promoted by the childminder. The childminder has devised written policies and procedures which she shares with parents. The childminder has good referral details in place and is aware of the procedures to follow if she has any safeguarding concerns. Areas used by the children are well laid out to enable them to move about easily and safely. Resources are effectively stored to enable children to self-select from a range of activities. This helps them become confident in making choices in their play and learning. Thorough risk assessments have been completed and help to identify potential hazards. The childminder takes effective action to protect children from danger. Regular fire drills are carried out, which help prepare children to evacuate safely in the event of an emergency

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the early years provision

Children demonstrate a strong sense of security in the setting and readily approach the childminder for help or support. All children are valued and engaged in a range of activities that help support their learning and development. They use a range of toys and books that reflect diversity and participate in activities that help them understand other cultures and traditions. The childminder works effectively with parents and other settings that children attend, such as schools and nurseries. She liaises with other providers regarding current learning themes, and provides activities for the children that support and compliment these. She talks to parents about how children have spent their day with her, and gives them ideas of activities they can do to help further support their children's learning and development. She discusses all aspects of children's care with parents and works closely with them, for example supporting young children become toilet trained.

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the early years provision

Parents are very satisfied with the service provided and comment that they particularly like that the childminder 'provides lots of outdoor activities' and gives them good feedback on how their child has spent their day. They state that their child 'always says she has had fun and tells me something new she has learned'. The childminder is aware of the strengths and weaknesses of her provision, although systems of self-evaluation to help identify targets for future improvement are not yet fully established. She has attended a wealth of training covering different aspects of early years. She regularly reviews her practice and makes changes where necessary, for example sourcing new equipment and finding out about new playgrounds and groups she can visit with the children that offer increasing challenge and fun. This demonstrates she has a good capacity to maintain improvements.

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and outcomes for children

Children benefit from a good range of resources, experiences and activities. The This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 childminder is well organised and has a wealth of good ideas to engage and stimulate children. Children are settled and eagerly engage in the range of activities available. They participate well and are enthusiastic and keen learners. The childminder demonstrates a good understanding of the children as individuals and provides activities that they enjoy and eagerly participate in. Children are able to explore and select resources independently. Children benefit from a welcoming environment where very good relationships with the childminder are established. As a result, children feel safe and secure in the setting. They are aware of the expectations and boundaries in place and they are extremely capable of making their needs known. The childminder has completed some written and photographic

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and outcomes for children

observations of the children and collects samples of their work to share with parents. However, as yet these are not used effectively to plan for next steps in individual children's learning. The childminder is keen to develop this aspect of her service.

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and outcomes for children

The childminder gives meaningful praise and encouragement to children. Their efforts are acknowledged and their achievements celebrated. Behaviour is well managed and the childminder acts as a very good role model for the children saying ''please'' and ''thank you'' and encouraging them to do the same. Children's individual personalities and likes and dislikes are acknowledged and valued. This builds children's self-esteem and confidence well. As a result, children make good progress in their personal, social and emotional development. Children sit and talk together at meal times, making it a social occasion, which promotes their language and social skills. The childminder encourages healthy eating by serving nutritious snacks and meals and talking with the children about why they need healthy foods. Children's personal care needs such as sleep, nappy changing and toilet training routines are discussed with parents and the childminder adapts her routine to

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and outcomes for children

support the children's individual needs.

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and outcomes for children

Daily outdoor play and activities are included in the routine and children benefit from plenty of fresh air and physical activity, promoting their understanding of healthy life styles. Very good use is made of the back garden where children develop their coordination and dexterity as they use the range of bikes, slides and a trampoline. They learn about animal life as they help feed and care for the family guinea pigs that live in a hutch in the garden. Children's creativity and early writing skills are promoted as they make chalk patterns on the paving slabs and collect leaves to make collages. Good use is made of local resources such as parks and playgrounds, where children enjoy using more challenging equipment such as larger climbing frames and slides. The childminder takes children to local libraries, where they can socialise with a wider group of children and participate in an extended range of activities such as music and movement and story time sessions.

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and outcomes for children

Children develop good communication skills as the childminder listens and talks to them asking questions that help to extend their vocabulary and develop conversation skills. They use mathematical language throughout the day identifying numbers and shapes and sorting items into sets. Children have access to a good range of books and enjoy reading favourite stories with the childminder. They have access to a good range of dolls and role play equipment and create their own make-believe games such as having a dolls' tea party. Children develop their hand and eye coordination as they complete puzzles, push buttons on This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 interactive toys and thread beads and buttons. Older children are given good support in completing homework tasks. Overall, children develop good skills for the future. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Annex A: record of inspection judgements

The key inspection judgements and what they mean

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Annex A: record of inspection judgements

Grade 1 is Outstanding: this aspect of the provision is of exceptionally high quality Grade 2 is Good: this aspect of the provision is strong Grade 3 is Satisfactory: this aspect of the provision is sound Grade 4 is Inadequate: this aspect of the provision is not good enough

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children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

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Early Years Foundation Stage

The effectiveness of leadership and management in embedding ambition and driving improvement The effectiveness with which the setting deploys resources 2 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 2 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 2 The effectiveness of the setting’s engagement with parents and carers

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Stage

The quality of the provision in the Early Years Foundation Stage 2

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Stage

The extent to which children achieve and enjoy their learning 2 The extent to which children feel safe 2 The extent to which children adopt healthy lifestyles 2 The extent to which children make a positive contribution 2 The extent to which children develop skills for the future 2

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Stage

procedures set out in the guidance available from Ofsted’s website: www.ofsted.gov.uk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Annex B: the Childcare Register

The provider confirms that the requirements of the compulsory part of the Childcare Register are: Met

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Annex B: the Childcare Register

The provider confirms that the requirements of the voluntary part of the Childcare Register are: Met

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