Childminder in Medway

Inspection date

Previous inspection date 22/01/2013 08/12/2009

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early years provision

This inspection: 2 Previous inspection: 3 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 builds firm attachments to the children in her care, enabling them to feel confident and secure.  The childminder has developed an effective method of recording her observations on each child. This results in clear assessments of children's progress and planning which effectively meets their needs.  The childminder has a good awareness of safety and carries out an effective risk assessment of her home to provide a safe environment for the children to play in.  The childminder shows a good understanding of how children learn and develop as she manages their behaviour well.

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It is not yet outstanding because

 The childminder does not engage all parents in contributing to their children's learning files to enable them to be fully involved in their child's learning and development plans.  Children do not always experience an environment rich in print to further develop their awareness of written text.

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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 spent time observing interaction between the children and the childminder.

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Inspection activities

 The inspector spent time looking at documentation and the childminder's policies and procedures.

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Inspection activities

 The inspector looked at the children's assessment records and planning documentation.

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Inspection activities

 The childminder was invited to seek the written views of parents to share with the inspector.

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Information about the setting

The childminder registered in 1999. She lives in a house in Lordswood, Chatham, Kent. The whole of the childminder's house is used for childminding. There is an enclosed garden for outside play. The childminder has four pet rabbits. The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She currently cares for three children in the early years age group, on a part-time basis. The childminder walks to local schools to take and collect children. The childminder attends the local parent/toddler group.

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

 encourage all parents to contribute information about their children's learning and development at home

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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 written words, for example by using labels, signs and posters.

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who attend

The childminder has developed a good knowledge and understanding of the areas of learning in the Early Years Foundation Stage. The childminder provides a wide range of stimulating and interesting resources and activities. The childminder plans the play opportunities for all children so that they can choose their own toys and explore their environment. Her observations are accurate and this enables her to assess each child's progress and plan for the next steps in their learning.

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who attend

The childminder has a good understanding of how children develop their communication and language skills. For example, she has provided those children for whom English is an additional language with a list of words from their home language to help with communication. The childminder sings rhymes with the children and, when they attend a local toddler group, the children show they know all the words to several of the songs. The childminder encourages the children to look at books and learn how to use them properly. However, the childminder has not yet thought about different ways she can further develop children's awareness of print in the environment. For example, there are limited posters and words on display at young children's levels to encourage children's curiosity about written text. If children are unable to use the childminder's garden, they visit local parks and play centres. The childminder makes sure that children have plenty of

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who attend

opportunities to develop their physical skills. The childminder has effective and supportive measures in place to ensure children's personal, social, emotional skills are promoted well. A written record from parents of children's personal information, such as dietary needs, interests, likes and dislikes, is obtained by the childminder. The childminder plans flexibly and ensures all areas of learning are covered in adult-led or child-initiated play. Parents look at their children's development files, and the childminder has discussions with parents at either the beginning or the end of the day about their children's progress. The childminder recognises that parents' contributions to their children's files are a valuable factor in encouraging their support in children's learning and development at home, although not all are fully engaged in this process.

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

The childminder's home is warm, welcoming and child friendly. Children are clearly comfortable and at ease here, which helps them settle quickly. This is because the childminder makes children's well-being her priority, valuing children as individuals and promoting their self-esteem and confidence effectively. All children have easy access to a good, wide range of age-appropriate toys and resources. The childminder encourages children to be independent and to have a go at new experiences, and they explore a new toy cooker with great hilarity as they pretend to make cups of tea.

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

The childminder gives good attention to children's health and provides healthy meal options, teaching children about which foods are good for them. She cooks most of the children's meals from fresh ingredients. The childminder implements good hygiene procedures and she protects children against cross-infection when drying hands or during nappy-changing routines.

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

Children make a positive contribution and feel safe. This is because the childminder has developed caring relationships with them. The childminder is calm and consistent in her approach to managing children's behaviour. She respectfully talks with children to develop their understanding of respect in minor conflict and encourages children to apologise to each other. Children are starting to use good manners, as they are encouraged by the childminder to attempt to say 'please' and 'thank you'. This supports children in feeling confident and helps prepare them for transitions in their lives, such as starting pre-school or school.

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provision

The childminder is very caring and works closely with the children and their families. She shows confidence and patience as she dedicates her time to joining in children's play. The childminder has a secure understanding of her role and responsibilities in relation to delivering the learning and development requirements. She uses her good understanding about child development to provide activities to keep children stimulated and interested.

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provision

The childminder has a good understanding of the importance of keeping children safe and the safeguarding and welfare requirements of the Early Years Foundation Stage. A written policy is implemented effectively, which informs parents of her responsibility to act on any concerns about the children in her care, in addition to the necessary contact details for outside agencies should the need arise. The childminder fully promotes children's safety both in the home and when out on walks or trips. She conducts clear risk assessments for outings to minimise hazards, so children can play safely.

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provision

The childminder regularly evaluates her practice and has future development plans in place that concentrate on improving outcomes for children. For example, she plans to develop the garden to promote creative play with construction. The childminder demonstrates that she is willing to extend her knowledge, such as by attending a further course on safeguarding. She has a good awareness of her strengths to promote and support children's ongoing progress. The childminder is very aware of the need to work in partnership with others if, for example, a child should attend another early years setting. She recognises that this enables consistency of care and learning, supporting children in making good progress.

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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 103389 Local authority Medway Towns Inspection number 813238 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 3

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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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