Childminder in Medway

Inspection report for early years provision

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Unique reference number EY420696 Inspection date 06/08/2012 Inspector Jan White

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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 2011. She cares for children in a converted house in Strood, Rochester, Kent. All areas of the property are used for childminding and there is a fully enclosed garden for outside play. The childminder walks to local schools to take and collect children. The childminder attends the local parent and toddler group.

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Description of the childminding

The childminder is registered to care for a maximum of six children aged under eight years at any one time; of these, three children may be in the early years age range. This number may be increased to 12 children aged under eight years and six in the early years range when working with an assistant. She is currently caring for two children in the early years age group. She also offers care to children aged over eight years to 11 years. The childminder is registered on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register.

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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 and her assistant have a good understanding of each child's needs and use this to promote their well-being. They effectively plan activities to help children gain skills for the future. Overall, most systems work successfully to promote children's learning and development. Children are fully included and their safety is promoted well. The childminder successfully engages and has developed strong partnerships with parents. She is aware of the need to work together with other professionals, as required. The childminder demonstrates a good capacity for continuous improvement. She is motivated and committed to providing good quality care for children.

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further?

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

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further?

 improve systems to make sure that children's starting points are consistently identified and used to make future planning even more relevant.

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the early years provision

The childminder and her assistant have a good understanding of child protection matters. There are effective procedures in place to implement in the event that they have any concerns about a child's well-being. The childminder and her assistant have current first aid certificates and children receive appropriate This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 treatment following any injury. Documentation is consistently maintained for the safe and efficient management of the provision. Children help to maintain a safe play environment, helping to set up and tidy away resources. Thorough risk assessments are completed and regularly reviewed for the home environment and each specific outing. As a result, any potential safety hazard is identified and minimised. There is an effective and clear emergency evacuation procedure. This is successfully practised, familiarising the children with this safety action.

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the early years provision

The childminder and her assistant have a good understanding of equality and diversity. They support children's understanding of equal opportunities through the daily activities. The childminder and her assistant make sure all children are valued as individuals and treated with equal regard. They gather information regarding children's background needs. Every family is supported according to their specific needs and circumstances. As a result, no child is disadvantaged.

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the early years provision

The childminder demonstrates a strong drive for improvement. She uses self- evaluation efficiently to identify future improvements in her practice as well as the strengths of her provision. She is committed to keeping herself up to date with recommended childcare practices.

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the early years provision

Engagement with parents is good. Parents are complimentary about the service they receive. They praise the wide range of activities offered and children's opportunities to go to the library and the park. The childminder actively takes account of the views of parents and children to meet their requirements and needs. For example, when parents complete questionnaires they are encouraged to make comments about possible improvements to her service. There are currently no children on roll who attend other settings or need support from other agencies. The childminder describes a good process to build links and work in partnership with any other settings if the need arises.

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the early years provision

The childminder and her assistant successfully make good use of the time and resources to support children's learning and development. The resources are deployed well to meet the needs of children and encourage them to choose their preferred activities. Children are involved in routine experiences as they play and learn together within safe boundaries. The toys and equipment are suitable for the child's stage of development and are of good quality. The childminder and her assistant actively take steps to make sure resources and the environment is sustainable.

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and outcomes for children

Children demonstrate strong relationships with the childminder and her assistant. They have a place for their coat and shoes, which develops their sense of belonging. Children display a sense of security and have a good understanding of keeping themselves safe. They talk about the procedure for the fire evacuation drill and how to cross the road safely. They practise these procedures regularly. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 Children's capabilities, routines and their achievements from home are discussed with parents. However, children's starting points are not effectively used in the child's initial assessment, and therefore the learning priorities are not always fully identified. This does not have a significant impact on the children's learning and development because the childminder quickly identifies children's abilities using ongoing observation and assessment. The childminder and her assistant have a

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and outcomes for children

good awareness of the children's interests. They plan a stimulating range of play opportunities and challenges for children and as a result children make good progress in their all-round learning.

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and outcomes for children

Children have many opportunities for self-selection of activities, such as choosing books which they read together with the childminder or her assistant. They are encouraged to develop good social and communication skills because new vocabulary is introduced to encourage their developing language. Children use props in their imaginative play. For example, children engage in role-play and use telephones, a cash register and play food in a shopping game. Creativity is fostered and children's art work is valued. They are consistently provided with a range of problem-solving activities.

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and outcomes for children

Children love to investigate and explore the toys as they experiment using them in different ways. The childminder and her assistant successfully use a monkey tree game to help children learn the sequencing of numbers and to begin identifying colours. For example, children join in counting and know that number two comes after one. Children have opportunities to extend their knowledge of the world around them. They use a broad range of toys including some resources reflecting diversity. Children gain an understanding of recycling and are encouraged to separate waste items into different containers. They often reuse cardboard boxes in their art and craft activities. This means that children learn about environmental issues during the course of the daily activities.

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and outcomes for children

Children have daily opportunities for physical play and have many occasions to be active. This helps to develop physical skills and agility as they learn to effectively use challenging equipment. Children demonstrate how they wash their hands and know which colour towel they use. They explain the importance of washing germs off their hands. Children are offered healthy snacks and talk about foods that are good for them. Through the broad range of experiences and routines children learn about a healthy lifestyle and how to keep safe as they gain 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 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 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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