Childminder in Medway

Inspection report for early years provision

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Unique reference number EY440480 Inspection date 05/07/2012 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 2012. She lives with her partner and one young child, in Gillingham, Kent. The whole of the ground floor of the childminder's house is available for childminding and there is an enclosed garden for outside play. The childminder walks or drives to local schools to take and collect children. She attends the local parent/toddler group and local childminding groups.

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Description of the childminding

The childminder is registered on the Early Years Register and on the compulsory and voluntary parts of the Childcare Register. She is registered to care for a maximum of five children under eight years at any one time; of these, no more than two may be in the early years age range. She is currently minding two children in the early years age group. She also offers care to older children.

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The overall effectiveness of the early years provision

Overall the quality of the provision is satisfactory.

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The overall effectiveness of the early years provision

The childminder provides a safe, caring environment where children make satisfactory progress in their learning and development. The childminder monitors children's achievements, but does not use this to plan activities that fully challenge some children. Children play with an adequate range of resources, although few reflect diversity. The childminder establishes good partnerships with parents, enabling her to meet children's needs. The childminder has started to review and monitor her practice, though systems are not fully effective. Overall, she does demonstrate a sound capacity to maintain continuous improvement to help her promote better outcomes for children.

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further?

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

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further?

 make more effective use of the observations of children's achievements to plan challenging experiences and activities to support their progress in all areas of learning  provide more resources that reflect the diversity of society, to enable children to develop respect and understanding of similarities and differences  develop a more effective system of reflective practice and self-evaluation to identify the setting's strengths and priorities for development that will improve the quality of provision for all children. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

The childminder provides a safe place for children to be cared for and play. She has a good understanding about protecting children while in her care and has information available to contact outside agencies. The childminder shares her well- written policy on child protection with parents. This enables parents to be well informed about the childminder's responsibilities regarding safeguarding. The childminder carries out thorough risk assessments to identify hazards within her home, garden and on outings. She implements measures, such as the use of stair gates, to prevent access to areas of her home that contain hazards. The childminder holds a current first aid certificate to enable her to attend to minor accidents. She requests permission from the parents to seek emergency medical treatment or advice in the event of an accident. This helps to ensure she can act promptly while abiding by parental wishes.

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the early years provision

Children play with a range of toys and resources, which are well maintained and suitable for the children attending. These are mainly stored in a toy box to enable children to access them easily. However, children are not always aware of what is available unless they move toys around and there are limited items that reflect diversity. The childminder provides opportunities for children to access additional resources at toddler groups. Children have opportunities for outings in their local community and gain an understanding about differences in society. The childminder shows a sound understanding of how to promote equality. She ensures all children receive equal attention to meet their individual needs.

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the early years provision

The childminder has a good relationship with the parents. She obtains all relevant information from parents when the child starts. She obtains written consent for aspects of care to protect children's welfare. The childminder shares all her written policies with the parents. She uses a daily diary to keep them well informed about their child's daily routine and activities. The childminder also shares the children's learning journeys, offering parents the opportunity to make verbal or written comments. This enables them to contribute to their children's progress in learning and development. The childminder understands the importance of sharing information with others to promote continuity of care. She establishes appropriate partnerships with other settings children attend.

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the early years provision

The childminder has started to review and monitor her practice. For example, she is implementing a new system for risk assessments to make a more concise, effective record. She has identified some strengths and areas to develop to support children's learning and development, though overall her systems are not rigorous. She intends on attending further training and is enthusiastic in her approach to provide a good service to promote outcomes for all children. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

Overall, children make sound progress in their learning, although some areas receive more attention than others. Children are settled and build good relationships with the childminder. They demonstrate a strong feeling of security as they enjoy a cuddle with her when they are upset or anxious. The childminder knows each child well and provides toys and resources, which she knows they particularly like. Children are able to make some choices about the activities, selecting toys on the rug or additional ones from the toy box. The childminder makes regular observations of children's development and records these in each individual child's learning journey. However, there is not yet a system in place to ensure all areas of learning receive equal consideration. The childminder does not always identify the next steps for future progress. This results in activities not always providing adequate challenge for some children.

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and outcomes for children

Children particularly enjoy the water play outside, using different utensils and often watering the flowers or each other. They show fascination in the wildlife, such as, birds on the bird table and the bugs in the garden. Children use a suitable variety of tools to make marks, such as rollers, brushes and sponges. This helps to develop confidence and interest in mark making. Children make satisfactory progress in developing skills for the future. The childminder helps them develop their speech and communication skills through discussion, offering gentle praise and encouragement. Everyday activities introduce simple numeracy skills to children, such as counting the crayons or pieces of orange. Children learn about communication technology as they play with electronic toys.

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and outcomes for children

Children have daily opportunities to benefit from fresh air and exercise. They enjoy play in the garden or walks to local places of interest. Children make choices from healthy options, such as fresh fruit. They access fresh drinking water themselves throughout the day, learning to respond to their own needs. Children learn about personal care routines, such as washing hands before eating. The childminder is aware about each child's dietary needs and works with the parents to provide continuity of care.

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and outcomes for children

Children learn about the house rules and begin to understand why some behaviour is not acceptable. For example, they understand they must mind their fingers in the lid of the toy box. Children learn about evacuating the home in the event of an emergency and how to keep themselves safe when on outings. The childminder ensures she has safety measures in place, such as harnesses in the highchair and buggy, to keep young children safe. Children and babies are secure and show familiarity with routines. For example, they know where they sit for lunch and what happens at sleep time. This provides children with a sense of belonging and supports their feeling of being safe effectively. Children build sound relationships with each other and the childminder. She supports them in playing together and learning to share the toys and take turns. 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 3 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 3 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 3

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Stage

The extent to which children achieve and enjoy their learning 3 The extent to which children feel safe 2 The extent to which children adopt healthy lifestyles 3 The extent to which children make a positive contribution 3 The extent to which children develop skills for the future 3

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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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