Childminder EY457011

Inspection date

Previous inspection date 01/07/2013 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

 The childminder interacts skilfully with children to extend their thinking and develop their play. As a result, children make good progress in their learning.  Children enjoy the wide range of fun activities the childminder plans and provides that cover all areas of learning.  Children develop good levels of independence as the childminder encourages them to make choices and decisions about their play.  Children develop good physical skills and coordination as they play outside using a broad range of equipment.

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It is not yet outstanding because

 The childminder is not making use of all the opportunities for children to begin to recognise words around the environment.

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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 outside area and indoors.  The inspector discussed childcare practices with the childminder.  The inspector sampled children's learning records and other documentation.

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Inspection activities

 The inspector took account of the views of parents from information included in the parent questionnaires.

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Information about the setting

The childminder registered in 2013. She has a recognised childcare qualification. The childminder regularly works with another childminder and an assistant. They work from the co-childminder's home in Larkfield, Kent. The house is near to parks, schools and shops. The whole of the property is used for childminding. There is an enclosed garden available for outside play. There are three cats and a dog on the premises.

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Information about the setting

The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She is currently minding 11 children in the early years age range. She also offers care to children aged up to 11 years. The childminder attends local carer and toddler groups on a regular basis. The childminder supports children who speak English as an additional language.

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

 increase the opportunities for children to develop their literacy skills, for example, by including more labelling of toy boxes.

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who attend

The childminder works closely with new parents to help their children settle. She takes full account of children's interests and abilities to provide activities that reflect their individual needs. The childminder has thorough ongoing systems for observing and assessing children's progress. She effectively identifies their learning priorities and plans activities that help them continue to make good progress. As a result, children develop well in the skills they need for moving on successfully to school. Children become confident learners who love to explore and investigate for themselves. They are well motivated and readily take part in activities. Children become absorbed in their play as the childminder make sure she provides activities that interest them.

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who attend

The childminder gives children plenty of attention and support as they play. They develop good communication skills as the childminder encourages them to share their thoughts and ideas. As a result, children talk confidently with adults and know their views are valued. Children use their imagination well as they act out different scenarios. The childminder provides the resources they need to support their imaginary skills. Children skilfully count and recognise numbers on the foam floor puzzle with encouragement from the childminder. They develop good early writing skills as they play. For example, the childminder provides water and different tools for children to make marks. The childminder talks to them about what happens to the water in the sun and helps them develop a good awareness about simple science. Children competently write some letters in their name using the chalks on the board outside. They love looking at books with

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who attend

adults in the cosy areas, such as the tents. There is some labelling of the toy boxes but this is not extensive to help promote children's early reading skills.

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who attend

The childminder keeps parents well informed about their children's progress and the proposed next steps in their learning. Parents have easy access to the on-line learning records so they can see how well their child is achieving. Parents clearly indicate that they like the many opportunities they have to receive feedback about their children. The childminder also gives them regular written reports that give a very good overview of children's stage of learning. She actively encourages parents to share what they know about their child and involves them in consolidating learning at home. As a result, children are supported well in their learning both at home and with the childminder.

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

Children form strong emotional bonds with the childminder. They receive the support and care they need from her. As a result, children show they feel safe and secure in her care, including when there are visitors to the home. Children develop the confidence to freely explore and work things out for themselves. They form good relationships with others. They play well together and willingly share resources. Children behave well and respond positively to the childminder's instructions. The childminder fosters their self-esteem as she praises and encourages them as they play.

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

Children develop a good understanding of how to stay healthy. They enjoy freshly cooked meals and healthy snacks. Children learn about what is good to eat as they grow produce in the garden and help prepare it for their meals. They adopt good personal hygiene practices for example, as they wash their hands after playing outside. Children thoroughly enjoy the learning experiences outdoors. They benefit from plenty of fresh air and exercise as the childminder makes good use of the garden area and outdoor equipment to support children's learning. Children move confidently and show good control of their bodies as they play on the slide and ride on the trikes. They enjoy moving in different ways, for example, as they pretend to be frogs jumping.

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

The childminder actively promotes children's developing understanding of personal safety. As a result, children develop a good awareness of how to stay safe as they cross roads and practise emergency evacuation. The childminder effectively reinforces the safety rules with them as they play and helps them understand the reasons for the rules. The childminder makes sure the environment is child friendly and this helps promote children's independence. She provides and uses a wide range of safe but challenging equipment to extend children's learning indoors. The home is made welcoming and visually stimulating for children with plenty of interesting posters and pictures to promote children's learning.

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provision

The childminder has a strong working knowledge of the safeguarding and welfare requirements. The childminders and their assistant work effectively together as a team to meet children's needs and keep them safe. They carry out robust risk assessments and daily safety checks. This results in children having the freedom to move independently and safely around the home. The childminder has completed child protection training so is clear about her role and responsibility in this aspect of childcare. She shares responsibility with her co-childminder in maintaining the required documentation in a professional manner. All the relevant records are shared with parents. This contributes to an effective partnership with parents as they get consistent feedback and information about their children's welfare. The childminders also have good procedures for working with agencies and other settings to promote continuity of care and education for individual children.

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provision

The childminder has a good understanding of the learning and development requirements. She works well with her co-childminder in planning an interesting educational programme that meets children's individual needs. They make good use of the assessment and planning processes to identify and narrow any gaps in children's learning. The childminders continually reflect together on their practices in order to continue to improve outcomes for children. They also regularly seek the views of parents to help improve. For example, following feedback from parents they have started to make more use of the on- line observation and assessment systems as this is what several parents wished. The childminder shows a realistic view of her own strengths and weaknesses. She is continuing to improve her knowledge and skills by attending further childcare courses on areas such as food hygiene and sign language.

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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 EY457011 Local authority Kent Inspection number 899515 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 12 Number of children on roll 20

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Name of provider

Date of previous inspection not applicable

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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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