Childminder in Medway

Inspection report for early years provision

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Unique reference number EY286488 Inspection date 10/01/2012 Inspector Jane Wakelen

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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 2004. She lives with her husband in Chatham, Kent. The whole ground floor of the house is used for childminding and there is a fully enclosed garden for outside play. She has two cats and a guinea pig as pets. The childminder is registered on the Early Years Register and on the compulsory and voluntary parts of the Childcare Register. She may care for a maximum of six children under eight years at any one time, of whom no more than three may be in the early years age range. She is currently minding three children in this age group. The childminder provides funded early education for three and four-year- olds. The childminder holds a childcare qualification and has experience of supporting children with special educational needs. She is accredited and a member of an approved childminding network. The childminder is training for a Foundation Degree with the Open University. The childminder is a member of the

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Description of the childminding

National Childminding Association (NCMA).

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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 has a good, understanding of the requirements for the Early Years Foundation Stage and records regular observations. However, on occasions the learning is not fully identified, affecting the planned next steps. Children make good progress in their learning and development and show a strong sense of security within the setting. All children are fully integrated into the setting because the childminder places high importance on promoting equality and diversity. Partnership with parents is excellent with parent's views and opinions used to influence the childminder's practice. The childminder has completed a self- evaluation of her service accurately identifying the strengths and weaknesses of her provision to promote continuous improvement.

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further?

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

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further?

 provide children with opportunities to explore a wide range of media and materials, finding out about, thinking about and working with colour, texture, shape, space and form in two and three dimensions  analyse all observations to provide information to plan for the next steps in children''s learning and development. 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 extremely well protected in the childminder's care because she has a comprehensive awareness of safeguarding children. She has attended training and implements her written policy consistently to ensure any concerns are prioritised and dealt with effectively. The childminder has a comprehensive file for safeguarding containing an extensive range of information to support the procedures and help identify concerns. The childminder has created comprehensive risk assessments for her home, garden and outings protecting children's safety whilst in her care. Children are able to learn how to keep themselves safe and display an excellent awareness of safety issues, such as taking care when cutting with the sharp scissors.

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the early years provision

The childminder's enthusiastic approach to promoting equality and diversity enables all children to be included within her home. She embraces children's differences and supports each child in valuing their home language. Children are encouraged to help the childminder learn a few words in their home language along with other children in the setting. This helps children feel valued and are able to gain a sense of belonging. Resources reflect diversity, both culture and disability, providing support for children to learn about each others differences. Resources are well used to support the theme adopted by the childminder. She is able to supplement her own resources with those borrowed from the toy library and the book library, providing children with a good variety of activities.

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the early years provision

Partnership with parents is given high importance. The childminder provides excellent information for parents, including a detailed daily report about the care needs and activities of their child. They have a weekly menu and are given the policies and procedures for the setting. A notice board is situated in the hallway for parents containing a highly impressive amount of information including posters around the walls. Regular newsletters are given to parents to keep them informed about events and themes the childminder has planned. This also offers parents ideas which they can do at home with their children to fully support children's development. Annual questionnaires are issued to the parents with their views being used to adapt the childminder's practice where possible. An extensive range of written consents are obtained from parents for aspects of care to promote children's welfare. The childminder works with outside agencies when necessary to

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the early years provision

support children's individual needs and understands the importance of liaising with other providers who share care of the children.

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the early years provision

The childminder has completed a self evaluation of her practice and has accurately identified the strengths and weaknesses within her provision. She has implemented a list of areas she would like to improve, such as her assessment files and adapt play space to provide more room for the children. She has addressed all recommendations from her previous inspection and attends many training courses throughout the year to learn new skills or up-date existing skills. The childminder is enthusiastic and motivated to provide a welcoming environment where children are able to learn and flourish. She is monitored on a regular basis by her network co- This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 ordinators, providing an additional method of evaluating the effectiveness of the practice she offers. Therefore, providing good opportunities for the provision to maintain continuous improvement.

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and outcomes for children

Children settle well in the care of the childminder. She treats each child with respect and as an individual, providing a good range of activities and opportunities. Children are able to choose from the well-maintained resources which are carefully stored in individual, labelled boxes. There is a good balance between adult-led activities and child-initiated play. Children are able to make choices from the resources which are rotated on a regular basis maintaining children's interest. However, craft materials are not easily accessible preventing children from making this choice. The childminder plans activities connected to a theme and actively seeks out additional resources and books from the library to promote the theme. For example, ''The Arctic'' is the current theme, with a display of penguins, books relating to polar bears, and adult-led art and craft activities. The childminder makes regular observations of children's learning and links these to the Early years

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and outcomes for children

Foundation Stage areas of learning. She plans next steps to promote children's learning ,although these are not always effective as the observations lack evaluation. This results in some learning not being fully identified to fully extend children's learning and skills.

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and outcomes for children

Children have excellent opportunities to learn about good hygiene routines. They each have their own flannel and toothbrush with individual towels which are hung on individual, named hooks. Children are encouraged to be independent using the potty or toilet and then washing their hands, usually without a reminder from the childminder. Antibacterial hand wash in used to provide children with an alternative method when necessary. The childminder ensures stringent routines are carried out when changing nappies to prevent cross infection. Children have innovative opportunities to engage in a wide range of physical activities either in the garden, park, play centre or baby gym. Providing wonderful opportunities to develop their physical skills. Children fully support their understanding about a healthy lifestyle through healthy meals and snacks. Children choose their snack from the colour photographs and put on their board ready for snack time. This enables them to

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and outcomes for children

make choices and decisions about how much and what they would like to eat, and drinks are readily available.

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and outcomes for children

Children show a strong sense of security and feeling safe within the childminder's care. They show a strong awareness of keeping themselves safe such as not walking around with the scissors and not climbing on the furniture. Children learn to care and have concern with the animals, understanding they must show them respect and be kind. Children wear wrist bands when on outings and the childminder has meticulous procedures in place to ensure children are fully protected when away from her home. Children demonstrate their confidence as they move around the childminder's home, making decisions with the resources This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 and show excellent independence skills. Children are competent using a range of tools, such as scissors, understanding how to use them safely. The childminder has a flexible routine in place, which supports children's feeling of security and helps

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and outcomes for children

Children behave extremely well and have a clear understanding of the rules of the setting. The childminder constantly offers praise and encouragement to children to support their learning whilst gaining good self-esteem. They receive certificates for good achievements, further enhancing their confidence. Children build excellent relationships with the childminder and their peers, sharing the toys and taking turns. They learn to accept each others differences and learn to help others through being kind. For example, children helped the childminder to fill a box with gifts for a girl and one for a boy for Christmas to support a local charity. They also donated gifts and food to the local RSPCA to help the animals that need a home. These gestures of good-will encourage children to understand about some people who are less fortunate than themselves.

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and outcomes for children

Children make good progress in developing skills for their future, using books, and developing letter and number recognition through daily experiences such as number plates on cars and door numbers. Children's language skills are well supported by the childminder who asks open ended questions. Children have some opportunities to use resources to support their understanding of communication technology both at home and at the different settings they visit. Children develop good social skills through group play at toddler groups and the play gym, learning about sharing and turn taking. 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 1 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 1 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 1 The extent to which children adopt healthy lifestyles 1 The extent to which children make a positive contribution 1 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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