Childminder in KentOfsted inspection, 10 Apr 2012

Inspection report for early years provision

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Unique reference number EY433919 Inspection date 10/04/2012 Inspector Beryl Witheridge

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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 was registered in 2011. She lives with her partner in Maidstone, Kent. The whole ground floor of the childminder's house is used for childminding and there is a fully enclosed garden for outside play. The childminder is registered to care for a maximum of six children at any one time; of these three may be in the early years age group. She is currently minding five children; of these four are in the early years. The childminder is registered on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register. The childminder drives to local schools to take and collect children. The childminder attends the local parent/toddler group. The childminder can support children with special educational needs and/or disabilities.

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The overall effectiveness of the early years provision

Overall the quality of the provision is outstanding.

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The overall effectiveness of the early years provision

The childminder's in-depth knowledge of each child and their unique needs is used to promote their learning and welfare exceptionally. The exciting and highly stimulating activities planned encourage children to explore, investigate and make excellent progress in all areas of learning. Their independence skills are generally developing very well. The exemplary relationships with parents contribute significantly to each child receiving close continuity of care; parents are kept extremely well informed about their children's progress and they are fully involved in their children's future learning. The childminder evaluates her service objectively; she is very reflective in her self-evaluation. She is pro-active in looking for areas to develop her service and the outcomes for children, demonstrating an outstanding capacity for maintaining continuous improvement.

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further?

To further improve the high quality early years provision the registered person should consider:

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further?

 supporting children's growing independence further for example, using pictures or shapes of objects to indicate where things are kept to help children work out where things belong.

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the early years provision

The childminder has an extremely good understanding of the local safeguarding children procedures. She is fully aware of her role and responsibilities towards the children. She makes parents aware of her duty of care through her clear and This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 concise safeguarding policy and supporting documentation. She gives children's safety high priority. The childminder carries out a thorough risk assessment of the home, garden, resources and activities so that any hazards are minimised. Comprehensive records of these are made and reviewed regularly. She also has very clear records of risk assessments carried out for each outing showing the careful consideration given to children's safety when they are away from the home.

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the early years provision

Children have free access to all the resources, enabling them to make decisions about what they want to play with, developing their independence. All boxes are labelled, encouraging children to recognise the written word. However younger children may not find it so easy to find where items belong as there are no pictures to support the environmental print. Every child is fully valued as an individual; the childminder treats boys and girls with equal concern. The children come from differing backgrounds; they learn about each other, their homes, their families, their cultures and their language. The childminder enables them to share their experiences and to acknowledge and appreciate their differences and similarities. The childminder is highly positive in promoting inclusion; she provides children with a wide array of resources that promote positive images of equality and diversity. The children learn about their local community and the wider world

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the early years provision

through the many outings and activities that develop their sense of investigation, curiosity and wonder.

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the early years provision

The childminder is exceptionally well organised. All required documentation is in place; she has devised a wide range of polices and procedures which underpin her outstanding practice and are shared with parents. She works incredibly hard on her self-evaluation. This includes gathering comments from parents and children. She has built up a very useful document that helps to identify her many strengths and areas for future improvement. She continues to develop her professional knowledge by undertaking relevant courses that enable her to build on her outstanding working practices. She works closely with other childminders to ensure her knowledge is up to date and she is using best practice in her childminding service

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the early years provision

The childminder understands the importance of establishing links with other settings and has given careful consideration to this. The children do not currently attend other pre-school settings or nurseries. However, she has devised plans with the parents where they will attend the settings together to forge the necessary links that will ease children's transition into pre-school and school. The childminder has built extremely close working relationships with parents. She shares information about the children's well-being regularly, both verbally and in writing. Parents receive copies of the policies and procedures and a copy of any updates. They regularly look at their children's learning and development journals with the childminder. They also receive a monthly report on their children's development. Parents complete a section with their comments about the progress their children are making or areas which they would like the childminder to focus on with their

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the early years provision

child. The childminder provides monthly newsletters to keep them up to date with any changes, outings or ideas she may have. She also has an extremely impressive, informative and well-designed website about her service. This also provides parents with information about relevant childcare issues, the upcoming This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 changes to the Early Years Foundation Stage and training opportunities for all. She demonstrates an exceptional understanding of how establishing effective partnerships support children's learning and development.

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and outcomes for children

Children are happy and secure; they feel safe and are confident in the childminder's loving, supportive care. They build warm, close relationships with her and other children. They have easy access to an exciting, challenging and stimulating range of toys and equipment. The childminder encourages them to extend their learning and development with fun, excitement and enjoyment. This enables them to make continuous progress and development towards the early learning goals. The childminder sets up an inviting environment where children are confident to make independent choices about what they play with. For example, they thoroughly enjoy decorating their Easter eggs together using a wide range of art and craft resources. They share well and praise each other's efforts. They love looking at a map of the world and proudly point out all the different countries they know, such as, China, Canada, Italy, Portugal, Afghanistan and Great Britain.

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and outcomes for children

The childminder asks parents what children can do when they first start and tracks their progress through regular observations. She uses these observations to identify their next steps. Then she plans activities based on children's individual needs, interests and abilities. The childminder clearly plans for children's future needs; she assesses and evaluates the activities to ensure she is providing children with experiences across all areas of learning and that they are gaining skills for the future. Her records of children's learning and development are meticulous and she makes excellent use of photographs of the children at play to complement her written observations and assessments. Parents are fully included in the children's future learning and receive monthly reports of their progress.

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and outcomes for children

Children show an exceptional sense of belonging in the childminder's care. Examples of their art and craftwork are displayed around the room and they are very proud of their achievements. Photographs of them engaged in activities and excursions encourage them to talk about the past experiences they have shared. The childminder is highly skilful in supporting children of different ages, through her interaction she ensures the same activity is meaningful for all by asking questions and providing resources which are age appropriate.

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and outcomes for children

The childminder encourages children to develop effective hygiene skills with regular routines. For example, children know that they must wash their hands before eating to get rid of the germs. They each have their own toothbrush and clean their teeth twice a day after meals. The childminder has a healthy eating policy and ensures that the options provided are well balanced and children are able to make healthy choices. Children grow their own fruit, vegetables and herbs that they love to tend and nurture. They pick them and they use them in their meals. They show an outstanding awareness of the benefits of healthy lifestyles. The childminder gives extremely high importance to children's safety. Children take This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 part in regular emergency evacuation drills; they have learnt how to drop and roll and how to use the fire blanket. They also demonstrate an in depth knowledge of

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and outcomes for children

road safety, they talk about the different types of road crossings and the importance of the 'lollipop lady'. When on visits the children wear high visibility jackets and wrist bands with the childminder's contact details, in case of an emergency. They learn about 'stranger danger' and who are safe people, such as, police officers.

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and outcomes for children

The childminder uses effective strategies to promote children's exceptionally good behaviour. Children receive lots of praise and encouragement to build their confidence and self-esteem. The childminder promotes their language skills through discussion and sharing books. Children love to participate in the telling of stories, answering questions and anticipating what happens next. They visit the library weekly choosing five to ten books each time. Children take part in an exciting and stimulating range of experiences that contribute towards their ongoing learning and development. 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 1 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 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 1

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Stage

The extent to which children achieve and enjoy their learning 1 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 1

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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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