Childminder in Kent

Inspection date

Previous inspection date 19/03/2013 11/03/2009

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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's enthusiasm reflects on children who are enthusiastic learners.  Strong partnerships with parents and carers and other early years settings results in positive outcomes or children.  Children feel safe and secure and able to express how they are feeling. They have formed strong relationships.  Play is child led and children are independent learners.

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It is not yet outstanding because

 the childminder has not considered flexible planning to enable all children to participate in popular outings.

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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

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Information about this inspection

 scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged 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 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  scheduled 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 activities in the home and garden.

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Inspection activities

 The inspector had discussions with the childminder and read parents and carers notes.  The inspector undertook a joint inspection with the childminder.

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Inspection activities

 The inspector sampled a range of documentation including children's records and safeguarding procedures.

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Information about the setting

The childminder was registered in 2008. She lives with her husband and two children in Barming, close to local shops, parks, schools and pre-schools. The whole of the childminder's home is used for childminding, the bathroom is upstairs and there are small steps within the home. There is a fully enclosed garden for outside play. The family have guinea pigs.

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Information about the setting

The childminder is currently minding four children in the early years age group, on a part- time basis. This provision is registered by Ofsted on the Early Years register and the compulsory and voluntary parts of the Childcare Register. She also offers care to children aged over five years to 11 years.

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Information about the setting

The childminder takes and collects children from the local school and pre-school and is a member of an approved childminding network and is currently in receipt of funding for early education for two, three and four-year-olds.

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

 improve opportunities for all children to enjoy first-hand experiences and challenges appropriate to the development of the children, such as visits to the library.

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who attend

When children start with the childminder she makes observations that help her to find out children's interests, their strengths and where they require further support. This helps her to meet their individual needs and provide activities that they will enjoy and promote learning. Each child has a developmental folder that includes photographs of them engaged in activities, their artwork and records of achievements. The observations are used by the childminder to plan activities that meet children's individual needs but that all children can participate in. Children enjoy a range of adult and child led activities that support learning and help them prepare for school.

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who attend

Children are polite, saying 'please' and 'thank you' without prompting. They have formed strong friendships. Children are keen for others to join in their games, showing kindness and compassion to others. For example, older children give younger children soft toys to take to bed and they are cuddled with affection. The childminder helps children to develop their communication skills through lots of discussion. The childminder uses good strategies to promote their language and speaking. For example, children enjoy recording themselves speaking. When children have English as an additional language they enjoy books and music in their home language. In addition, the childminder learns basic words to support them. Children have favourite books that they share enthusiastically with others. Some children enjoy regular visits to the library bringing books home that reflect activities such as cookery that they enjoy. However, the childminder has not planned

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who attend

flexibly to enable all children to participate in this activity to extend their learning. Children help themselves to pencils and paper pretending to write shopping lists as they play. They show good counting skills as they count the number of bread sticks at snack time. When creating with dough the childminder encourages children to think about the shapes that they are making and they use tools with care to create the desired shapes. Children explore the space in the garden, running around each other, playing on climbing equipment and in cars. They fill empty flowerpots with leaves, comparing and contrasting what they find. As the children are interested in the inspector's computer the childminder finds them toy ones to play with alongside her. Children use them to learn more about animals, for example, continuing from playing with farm animals earlier. Children use their imaginations as role-play toys are easily accessible and resources such as play dough may

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who attend

be moved around the room to extend an activity. For example, children pretend to make cookies with play dough and then 'cook' them in the toy oven using a timer before arranging them on the child-sized table. Children enjoy art and craft activities and their finished work is displayed, making them feel that what they have created is valued.

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who attend

There are regular opportunities for parents and carers to read their children's developmental folders and to contribute to their child's learning journeys. Parents and carers write that they appreciate being able to do this as they feel involved in their children's learning. Working together is supporting children to make good progress through the developmental stepping-stones.

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

Toys and resources are easily accessible and children make choices in their play. Play is child led and children are independent learners, making good progress in their learning and development. Children put much thought into what they are doing and extend their own learning. For example, they find small steps to use as stools when playing tea parties. Children are confident and ready for the next steps in their learning. The childminder asks their permission to take photographs, showing respect for them. She celebrates their achievements and encourages them to do so too.

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

Children feel safe and secure with the childminder. They are comfortable in the presence of visitors because the childminder prepares them well. Consequently they are happy to interact with visitors and happily share their love and enthusiasm of being with the childminder. Children are informed about what the childminder is doing such as going into the kitchen, helping them to feel secure and have a good awareness of safe play. For example, they do not go down the slide until the childminder is standing next to it, and ask for support when playing on climbing equipment. Children express how they are feeling. When a child falls over the childminder is kind and compassionate resulting in the child recovering quickly but being able to express exactly how she feels.

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

Children take charge of their own well-being. They tell the childminder when they are ready for snacks and when they are feeling tired. They discuss how they are feeling, talking about when they are feeling unwell. Snack time is a social occasion with children sitting together enjoying healthy and nutritious foods and drinks. They enjoy cookery choosing to make biscuits and cakes, for example. Library books help children to think about healthy foods to make when cooking too.

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provision

Children play in a safe and secure environment as the childminder makes regular risk assessments and takes action to minimise any potential hazards in the home and on outings. She has attended safeguarding training. The childminder is 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. Policies and procedures are detailed. They give parents and carers a clear picture of the childminder's practice.

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provision

The childminder evaluates her practice in order to improve outcomes for children. For example, the childminder puts plans in place to build on children's understanding of how to play safely, resulting in their knowledge increasing. The childminder has joined a quality assurance scheme to help her develop practice. She regularly participates in training and attends a childminding group where ideas for good practice are shared. Recommendations raised at the previous inspection have been addressed to help the childminder improve her setting. Parents and carers contribute to the evaluation process, making suggestions for improvement that they may have, and the childminder values their opinions. A poster informs parents and carers about the inspection and they write that their children are safe and happy with the childminder. The childminder plans for children's individual learning and monitors the curriculum to make sure all areas of learning are covered. However, she

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provision

has not considered how all children can participate in some planned outings.

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provision

Partnerships with parents and other settings that children attend are strong as the childminder values the importance of working together for the benefit of children. Children's developmental folders are shared with other early years settings that they attend so that learning is continuous. Children are supported to settle into new settings as the childminder works closely with them and has good strategies on place to make the transition successful.

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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 action. 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 EY368154 Local authority Kent Inspection number 815567 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 5 Number of children on roll 4

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Telephone number

set out in the guidance ‘Complaints procedure: 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, which are usually the childminder’s 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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