Childminder in Medway

Inspection date

Previous inspection date 05/02/2013 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

 Children are making good progress through the developmental stepping stones, enjoying a range of activities that support learning in all areas.  Children have formed strong relationships, playing cooperatively and taking turns.  The childminder has good procedures in place to help her assess what children are participating in and to ensure that they are offered a broad curriculum.

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It is not yet outstanding because

 Children's understanding of the benefits of good hygiene, and how to look after themselves, is not fully promoted at all times.

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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 compulsory part 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 children, as they played indoors and outdoors, and the childminder's interaction with them.  The inspector looked at children's information and development records.  Ongoing discussion and joint observations took place throughout the inspection.  The inspector sampled the childminder's policies and procedures.

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Information about the setting

The childminder was registered in 2010. She lives with her husband and two children in Rochester, close to shops, parks, schools and pre-schools. All of the ground floor of the childminder's house is used for childminding. A bathroom is situated on the first floor. There is a fully enclosed garden for outdoor play.

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Information about the setting

The childminder is registered on the Early Years Register and the compulsory part of the Childcare Register. She is currently minding two children in the early years age group. She also offers care to children aged over five years. The childminder collects children from the local school and attends several toddler groups on a regular basis. She is a member of an approved childminding network.

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

 establish routines that enable children to look after themselves, e.g. by encouraging them to wash their hands whenever necessary and explaining to them the importance of this.

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who attend

Children benefit from attending a setting where learning and development is promoted across all areas of learning. They play in a child friendly environment that is bright and welcoming. They make choices about their play as everything is easily accessible. Children participate in a range of adult-led and child-led activities, playing together and alongside each other.

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who attend

The childminder works closely with parents and carers, when children first start, to find out their likes and dislikes so that she is able to meet their individual needs. This coupled with the effective settling-in process, helps the childminder to know children's starting points and build on their learning. Parents continue to contribute to their children's learning when they share achievements verbally with the childminder. The childminder uses observations well to successfully plan for children's individual learning needs. Each child has a developmental folder where the childminder places her written observations alongside children's artwork. These folders are shared regularly with parents and carers, helping them to feel involved in their children's learning journeys. They are encouraged to add to them and the childminder is continuously thinking of ways in which she can encourage them to share in their children's development, as she values working in

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who attend

partnership. Parents and carers celebrate their children's achievements with the childminder. Consequently children are making very good progress.

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who attend

Children are very keen to participate in adult-led activities but also make choices about their activities, having their favourite toys and resources. Children form strong friendships and enjoy playing together cooperatively, sharing toys and taking turns very well. Children are confident and able to express their feelings, discussing emotions when involved in role play. Children continuously talk through their activities. They have good listening skills and follow instructions very well. Books are easily accessible and children help themselves to their favourites, interacting well when the childminder reads to them. The childminder supports children to develop letter recognition, and to think about the sounds that letters make, during activities such as matching games. In this way, children are developing their phonic skills. There are many opportunities for children to develop good muscle control,

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who attend

for example, when painting and drawing. Children enjoy rolling toys around the garden and up and down different surfaces. They enjoy playing on a range toys in the garden to develop their physical skills. Children develop their mathematical skills when playing with puzzles and construction toys, for example. The childminder supports children to develop number recognition as they play with a toy clock. They enjoy regular visits to places of interest in the local area, such as country parks, where they feed the geese and go fruit picking. They regularly talk about important events in their lives and the childminder engages enthusiastically in their conversations. Role play toys are easily accessible and can be moved around the home in order for play to be developed. For example, a doll sits at the table and has her own food at snack time. Children mimic what they see adults doing and use objects successfully to represent other things, for example, they use a hose

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who attend

as a petrol pump. Art and craft is individual and displayed prominently, making children feel that what they have created is valued.

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who attend

The childminder interacts with children, supporting them when they require it and helping them to undertake difficult tasks. She asks questions that develop their knowledge and she models how to play with toys. However, she also knows when to stand back and let children lead their own play. Children respond positively to the childminder's interaction and her enthusiasm encourages them to be enthusiastic learners. Overall children are making good progress in their learning.

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

Children have formed strong attachments with the childminder and turn to her for support, when required, knowing that they will be listened to. The childminder informed them that the inspector was coming and introduced her to them when she arrived; helping them to feel secure when there is a visitor in the home. Children are encouraged to be independent learners. The easily accessible toys and resources, which are in good condition and suitable for their preferences and stages of development, help them in this. However, children also enjoy interacting with the childminder and participating in the activities that she leads.

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

Children are helped to think about their own safety, such as colouring in relevant pictures and participating in fire drills. They are also supported to undertake sensible risks in their play such as when they are climbing. They thoroughly enjoy being pushed high on the swing in the garden, whooping with joy. Children understand the importance of regular fresh air and exercise as part of a healthy lifestyle and they play outside daily. They enjoy this very much. The childminder supports children to take some responsibility for their well-being and to rest on the settee when they feel that they need to. Snack is a social time. Children sit at a child-sized table discussing the nutritious snacks that they enjoy. Children wash their hands when they go to the toilet but their hands are cleaned with wet wipes on other occasions. This means they are not totally supported to understand how to look after themselves and that hand washing is important.

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

Children are well prepared for the next stages in their learning. They are independent learners who are developing very well in the prime areas of learning in preparation for the next steps such as school and pre-school.

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provision

The childminder has a high regard for children's safety. Thorough and robust risk assessments in the home and for outings help the childminder to keep children safe. Children play in a clean, safe and secure environment. The childminder is fully aware of her role in the safeguarding of children and the procedures to follow should she have any concerns about a child in her care. Written policies and procedures are very detailed and give a clear picture of the childminder's practice. They are reviewed regularly to ensure that they are up-to-date.

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provision

The childminder has good procedures in place to help her review the activities that children participate in and the learning that takes place. This helps her to identify any weaknesses in her provision and improve the opportunities for children. Consequently children are participating in a broad and varied curriculum that offers them experiences across all areas of learning. The childminder has started to evaluate her practice and think about where she would like to improve outcomes for children, making plans to further involve parents and carers in their children's learning, for example. She liaises with other childminders, sharing ideas for good practice and participates in training that builds on her knowledge and understanding.

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provision

When children require further support the childminder liaises with other early years professionals, resulting in them working together for the benefit of the child. Parents and carers are fully informed about the childminder's practice and daily diaries and chats keep them informed about what their child has been doing. Parents and carers write that they are very pleased with their children's progress and how the childminder consolidates learning that has started at home. They say that their children are very happy with the childminder.

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The Childcare Register

The requirements for the compulsory 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 EY407024 Local authority Medway Towns Inspection number 724810 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 5 Number of children on roll 3

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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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