Childminder EY410593

Inspection date

Previous inspection date 27/06/2013 17/11/2010

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early years provision

This inspection: 2 Previous inspection: 2 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's progress is good from their individual starting points. The childminder and her assistant monitor each child's progress well, and plan for each child to make maximum progress.  The childminder and her assistant are skilled at noting what inspires children, and then planning activities to build on and extend their interests. Therefore, children very much enjoy their play and learning.  Children's behaviour, according to their ages, is excellent. They are well mannered and kind to one another, share willingly, take turns and work together.  Effective and efficient use of an online system results in parents being extremely well informed about their children's days, activities, the running of the setting and planning for their children's progress.

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It is not yet outstanding because

 Although parents receive good information about their children's progress, they do not routinely offer their ideas for planning, or add information about achievements at home to ensure continuity in children's learning.  Children love remembering activities and outings. However, as all their photos and records are stored online, they get limited opportunities to look at reminders of the good times they have had.

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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 the childminder and her assistant interacting with children.  The inspector observed activities indoors and in the garden.  The inspector discussed the childminding provision with the childminder.  The inspector completed a joint observation with the childminder.  The inspector looked at children's assessment records and planning documentation.  The inspector discussed the provider's self-evaluation form and improvement plan.

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Inspection activities

 The inspector took account of the views of parents and carers from the setting's own parent survey.  The inspector scrutinized relevant supporting documentation.

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Information about the setting

The childminder was registered in 2010. She lives with her school aged child in Ramsgate, close to shops, parks, schools and pre-schools. She works with an assistant. The whole of the childminder's home is used for childminding and there is an enclosed outdoor play area. The family have fish, a lizard and a cat.

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Information about the setting

The childminder is registered on the Early Years Register, and currently cares for eight children in the early years age range. She is also registered on the compulsory and voluntary parts of the Childcare Register, and cares for two children in this age range.

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Information about the setting

The childminder walks to local schools to take and collect children 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:

 provide children with ways of preserving memories of activities, outings and special events

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

 improve the two-way flow of information with parents by obtaining and using their assessments of children's achievements at home.

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who attend

Children make good progress from their individual starting points across all areas of learning. This is due to a rich environment, the childminder and her assistant's skilled interaction, and activities which are relevant, interesting and challenging. The childminder and her assistant are skilled at quickly responding to children's interests, ensuring they enjoy and get the most from their learning experiences. Children make towers outside, and the childminder introduces the word 'balance'. Children are quick to learn this, and the childminder gets out wobbly cricket stumps for children to consolidate the use of this new word. Some activities are adult led, when it is felt children need support learning a new skill.

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who attend

The assistant leads a regular feature of the day, story and singing time. Children concentrate well on the story, as she makes this interesting by linking it to the current theme, and using different voices. Children choose props from a 'treasure chest' and work out what songs they relate to. They join in enthusiastically, practising simple subtraction as they sing 'five little monkeys'.

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who attend

Art and craft activities are often free choice, so children choose what resources they need and spend time working on their chosen goal. They are interested in pirates, so they get out the junk modelling resources to make treasure. They become engrossed in their own projects, cutting, sticking and problem solving. Adults support them if necessary, or appropriately leave them to persevere. As a result children are pleased with their achievements and learn actively, they are also motivated, and concentrate well.

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who attend

Outings into the local area are a regular part of the children's routine. These are often the result of children's interest, and often further activities are planned according to what inspired children during the outing. For example, during a recent trip to the harbour, children were fascinated by a fish that kept coming up to the surface. This led to planning activities and craft activities looking at 'under the sea'.

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who attend

Children who speak English as an additional language are supported well. Adults learn some words in the home language. This enables them to better respond to and meet children's needs. The childminder uses simple sign language with the children, which further supports their understanding and communication skills.

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who attend

Parents' inclusion in children's learning and development is good because they have access to an online record of children's progress, activities and the childminder's planned next steps for each child. However, they have not yet been successfully encouraged to add children's achievements at home. This slightly limits consistency and progression. Parents express great satisfaction with all aspects of the childminding provision. They feel very informed by the information they receive online, and like how convenient it is to look at this at any convenient time. They are confident that the setting is safe. They appreciate the good balance of indoor and activities, and the good quality interesting outings. They feel the childminder knows their child well, and offers individual care.

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

Children are confident and independent, ask for help when needed and readily approach the childminder and her assistant for help or comfort. Children, therefore show they feel safe and secure. Parents report that the childminder goes to great lengths to find out detailed information about their child at the beginning of a childminding relationship, so the childminder has the knowledge to meet children's individual needs. Children who speak English as an additional language feel at home and secure because the childminder learns some words in their language.

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

Parents report that meals are very healthy and nutritious. Children help themselves to fillings for pitta pockets, take turns to serve themselves, and are clearly very used to making healthy choices, for example, choosing lots of lettuce and cheese. The garden is a good learning resource, and used in all weathers, so children have a good attitude to playing and exercising in the fresh air.

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

Children's behaviour is exemplary. They show that they understand turn-taking, commenting 'it's my turn now' when attempting to balance the cricket stumps. They work together to achieve this, understanding the value of teamwork. At mealtimes they willingly wait until their friends are ready to start, and pour a glass of water and pass it to a friend. They say 'please' and 'thank you' without reminders.

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

Children's high level of motivation, their ability to lead their own learning, and their good social skills are all attributes which will help them in the next stages of their learning.

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

Children remember and chat about past events with pleasure, but their enjoyment of this is slightly limited. This is because they do not compile their photos and drawings of events, outings and activities to be able to recall details and share memories.

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

The environment and resources are dedicated to children's needs, and maximum use is made of space. Both inside and in the garden, children have free access to a wide range of toys, which promote all areas of learning. As there are two adults working with the children, they can offer plenty of one to one attention to meet children's needs.

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provision

The childminding provision is well organised. Policies are updated, and currently the safeguarding procedure is being updated in the light of new procedures. This ensures that both the childminder and her assistant have accurate information to enable them to act correctly and promptly if they have concerns about children.

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provision

Outings are carefully planned to keep children safe and interested. Adults consider the length of the outing, and take buggies if necessary. They make sure children have eaten and drunk before they go out, and take extra drinks if appropriate. Therefore children are able to make the most of these learning experiences.

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provision

Clear records of children's progress enable the childminder to accurately monitor progress and address any gaps in children's learning or in the provision of activities.

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provision

The childminder and her assistant evaluate their provision as they work, responding to children's needs, parents' wishes and note what activities are successful and build on these. Children are included well in this self-evaluation process. Adults and children are currently introducing sensory equipment to the garden, so children have more opportunities to learn with all their senses, for example, feeling and listening.

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provision

The childminder's assistant shares responsibilities equally with the childminder, and is very involved in setting policies and procedures, and working closely with the children. In addition, she has responsibility for a special part of the day. While the childminder prepares lunch, the assistant leads story and singing time with the children, which they love. She holds their attention well, reading books related to the theme of fish.

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provision

Both the childminder and her assistant fully recognise the importance of training and developing their skills. Recent training about how to use the online programme for informing parents about the provision and children's progress has resulted in a great improvement in partnerships. The assistant holds a first aid qualification, so is able to work with children on her own when necessary.

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provision

Where children attend other settings, the childminder works in partnership both to support children's moves and promote consistency of care and education.

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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 EY410593 Local authority Kent Inspection number 923433 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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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

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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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