Childminder in Kent

Inspection date

Previous inspection date 18/09/2012 Not Applicable

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early years provision

This inspection: 2 Previous inspection: Not Applicable How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 The childminder knows the children extremely well and uses observations and assessment effectively to plan the next steps in learning for all children. She demonstrates a very good understanding of how young children learn.  Children thrive as a result of the childminders continual praise and encouragement which supports their confidence, well-being and self esteem.  Children settle into the childminders setting extremely well due to settling in procedures and the immediate establishment of an effective partnership with parents.  The childminder has effective systems in place to ensure children's ongoing safety. This supports children's developing understanding of how they can keep themselves safe.

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It is not yet outstanding because

 The opportunities for children to see print in meaningful contexts is currently limited  Opportunities for early literacy and writing for a purpose are not always fully promoted in the outdoor area

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Information about this inspection

Inspections of registered early years provision are scheduled:  at least once in every inspection cycle. The current cycle ends on 31 July 2016  more frequently where Ofsted identifies a need to do so, for example where provision was previously judged as inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage; or where assessment of the provision identifies a need for early inspection  prioritised for inspection where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

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Information about this inspection

The provision is also registered on the voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

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Inspection activities

 The Inspector observed the childminder in the setting and on an outing in the local community.

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Inspection activities

 The Inspector looked at children's assessment records and discussed with childminder how she is using these to support children's individual learning and development.

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Inspection activities

 The Inspector looked at the childminder's self evaluation form and other evidence of how the childminder is evaluating her provision such as through parent questionnaires and children's comments.

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Inspection activities

 The Inspector took account of the views of parent/carers spoken to on the day and from comments made in parent questionnaires.

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Inspection activities

 The Inspector checked a few key pieces of documentation such as child records and attendance records.

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Information about the setting

The childminder registered in 2012. She lives with her partner and young son in a two bedroom house in Dartford, Kent. The home is close to many local amenities, including a leisure centre, parks, Surestart Centre, toddler groups and the library. Children have access to the whole of the ground floor of the home and supervised access to the first floor bathroom. They also use a bedroom for additional play activities or sleeping. There is an enclosed rear garden for outside play. The family has a cat. The childminder is registered on the Early Years Register and on the voluntary and compulsory parts of the Childcare Register. There are currently nine children on roll, five of whom are in the early years age range. All attend on a part time basis.

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To further improve the quality of the early years provision the provider should:

 Create an environment rich in print where children can learn about words, for example by using names, signs and posters.

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To further improve the quality of the early years provision the provider should:

 Provide writing resources for both indoor and outdoor play to support children's developing literacy.

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who attend

Children are making good progress in the childminder's setting as a result of her clear knowledge and understanding of how children learn and develop. The childminder has embraced the revisions to the Early Years Foundation Stage and uses Development Matters in her practice to support children's progress and to highlight the next Steps in their development. For example, she assesses where children are with regard to their age and stage of development and uses the guidance to formulate her plans.

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who attend

Children have access to a wide range of challenging, stimulating opportunities and activities that help them to make good progress in all areas of development and learning in the Early Years Foundation Stage. The childminder supports children in their learning, allowing them to initiate play and by stepping in when they require help or encouragement. The childminder has learning journals for each child. These include information about how each child is progressing in all seven areas of learning, the next steps in their development and how this will be encouraged. The learning journal includes photos of children completing different activities within the setting and in other environments. The childminder shares anecdotes with parents and involves them in their child's learning by sharing their learning journals.

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who attend

The three prime areas of learning are extremely well supported by the childminder. Her friendly, supportive approach really extends children's confidence and self esteem and children are blossoming in her care. Independence skills are given a high priority by the childminder and children are praised as they put on their shoes or try to feed themselves. Children are supported to learn about the world about them through activities in the local community, by celebrating different festivals and through the comprehensive menu encompassing food from around the world. The childminder encourages children's early writing skills through art activities although this is generally enjoyed only in the indoor environment. Children are beginning to learn different letters through play activities and the childminder plans to introduce some further activities to develop children's understanding of letters and sounds. The opportunities for children to see print in

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who attend

meaningful contexts is currently limited.

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The contribution of the early years provision to the well-being of children

The childminder's effective settling in procedures support children to form strong emotional attachments with her. Children appear extremely happy and secure within the setting, separating from their parents well. The childminder discusses all aspects of children's individual needs with parents during settling in sessions and uses information from these discussions to support children. For example, she incorporates favourite activities such as peek-a-boo and musical instruments sessions to support a new child in her care.

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The contribution of the early years provision to the well-being of children

Through free play activities as well as planned experiences the childminder ensures children are happy and stimulated in her setting. Children show high levels of enjoyment in their play and interact well with each other and the childminder, playing cooperatively together. The children are developing independent skills with support from the childminder. For example, the childminder supports children to start feeding themselves, offering praise and encouragement. Additional activities that aid hand/eye coordination are planned into children's individual learning such as musical instrument sessions. Children happily bang on drums with drumsticks and shake the shakers, increasing their hand/eye coordination in a fun way.

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The contribution of the early years provision to the well-being of children

There is wide range of stimulating resources and together with the attractive, welcoming environment this support children's development and emotional well-being in all seven areas of learning. The childminder uses resources, activities and experiences effectively to provide challenge for children and engage their interest.

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The contribution of the early years provision to the well-being of children

On outings in the local community the childminder supports children to understand, through active learning experiences, how to keep themselves safe. For example, on walking home from a local outing children tell the childminder when it is safe to cross as the green man appears. Children practise fire evacuation procedures regularly with the children to ensure that they are aware of the procedure to follow in the event of an emergency.

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The contribution of the early years provision to the well-being of children

The childminder supports children to develop an understanding of the importance of physical exercise and a healthy diet. Her menus are healthy, nutritious and support children to develop healthy lifestyles. The childminder encourages children to choose fresh fruit and vegetables at the local market and extends learning experiences to include colours, shapes and new vocabulary. Children's communication and language skills are also encouraged as she supports children to choose and pay for their own fruit and vegetables. Children are developing skills to manage their own hygiene and personal needs with encouragement and support.

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The contribution of the early years provision to the well-being of children

Through planned activities within the setting the childminder prepares children for their transition into other early years settings. She liaises with the key person to establish effective communication and values the input of other educators.

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The contribution of the early years provision to the well-being of children

Behaviour within the setting is very good. The childminder supports and encourages children to behave appropriately, share and take turns. Praise is used continuously to build children's confidence and self esteem which increases their concepts of appropriate behaviour.

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provision

Children's safeguarding needs are being met well in the provision. The childminder demonstrates a good understanding of her responsibilities regarding safeguarding particularly with regards to recording and reporting any concerns relating to child protection. Clear policies and procedures demonstrate her commitment towards safeguarding children attending her setting. For example, she demonstrates a comprehensive understanding of the use of cameras and mobile phones in her setting and her procedures to reflect this. The childminder helps children to feel and keep safe. She has risk assessments in place which she reviews periodically to ensure to minimise any hazards or risks to children. The home setting is safe and secure and systems are in place to ensure that children cannot leave the premises unsupervised or access areas that may pose a hazard.

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provision

The childminder has built positive relationships with the children in her care and is aware of their characters and individual requirements. She encourages children's confidence and self esteem through praise and encouragement. The childminder has extremely effective observation and assessment systems in place and uses these to formulate clear planning for each child. She is very realistic in her targets as a result of her clear understanding of child development. Children are able to independently select resources from the wide range available and the childminder is on hand to support and extend children's learning and development. The childminder works closely in partnership with parents to fully meet the individual needs of all children attending her setting and demonstrates a comprehensive understanding of each child's unique needs. She has detailed information on child record forms of individual requirements. At the start of each placement the childminder

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provision

exchanges information with parents about their child and uses these and her initial observations to form a baseline assessment for each child. She links her planning with the guidance Development Matters and as a result is able to support each child to progress in the seven areas of learning at a level appropriate to their starting points. The childminder keeps parents well informed about their child's care, learning and development through their individual learning journal and through verbal exchanges upon arrival and collection. Observations demonstrate what children have achieved and include the next steps of their individual learning. Partnerships with other settings have been established well. For example, the childminder has initiated partnerships with pre-school and schools and discussed communication methods. This strongly enhances her ability to meet children's needs.

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provision

The childminder demonstrates a keen capacity for improvement. Thorough self-evaluation she takes into account the views of children and their parents and this is used to support monitoring and assessment. The childminder is able to identify areas of strength as well as areas that she would like to develop further. She recognises the value of self-evaluation to monitor her setting and the self evaluation methods in operation are reflective of the childminder's practice. For example, she has added to her range of policies and procedures following evaluation of her practice. A Pet policy and a swimming policy have been incorporated into the childminder's new policy documents. These will safeguard children in her care and outline her commitment towards their safety to parents.

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provision

The childminder has plans in place as part of her self evaluation to undertake additional training courses to improve her knowledge of the childcare field further. For example, she is booked to commence courses regarding the two year check and safeguarding.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are Met The requirements for the voluntary part of the Childcare Register are Met

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Grade Judgement Description

Grade 1 Outstanding Outstanding provision is highly effective in meeting the needs of all children exceptionally well. This ensures that children are very well prepared for the next stage of their learning. Grade 2 Good Good provision is effective in delivering provision that meets the needs of all children well. This ensures children are ready for the next stage of their learning. Grade 3 Satisfactory Satisfactory provision is performing less well than expectations in one or more of the key areas. It requires improvement in order to be good. Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement. The provision is failing to give children an acceptable standard of early years education and/or is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be inspected again within 12 months of the date of this inspection.

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Grade Judgement Description

Met The provision has no children on roll. The inspection judgement is that the provider continues to meet the requirements for registration. Not Met The provision has no children on roll. The inspection judgement is that the provider does not meet the requirements for registration.

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Inspection

This inspection was carried out by Ofsted under Sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and care, known as the Early Years Foundation Stage.

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Setting details

Unique reference number EY441121 Local authority Kent Inspection number 790038 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 5 Number of children on roll 9

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Name of provider

Date of previous inspection Not applicable

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Telephone number

set out in the guidance ‘raising concerns and making complaints about Ofsted', which is available from Ofsted’s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk.

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Type of provision

For the purposes of this inspection the following definitions apply:

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Type of provision

Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration.

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Type of provision

Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration.

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Type of provision

Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises that are usually their own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

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Type of provision

Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school. 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,

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Type of provision

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, 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. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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