Childminder in Kent

Inspection date

Previous inspection date 06/02/2014 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 creates a happy, caring environment. Her positive, enthusiastic approach to teaching and learning really enhances children's development.  Children are settled and have a sense of belonging. They have close attachments with the childminder due to her warm, caring nature and effective settling in procedures.  There are good partnerships with parents, where the valuable flow of two-way communication supports children's welfare and development.  The childminder demonstrates a very good understanding of how young children learn and develop. She knows the children very well and uses her observations and assessment effectively to plan the next steps in learning for all children.  Children are cared for in a safe and secure environment where effective risk assessments ensure their ongoing health and safety. The daily routines and outings enhance children's understanding of how to keep safe.

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It is not yet outstanding because

 The childminder does not successfully support children to see print in meaningful contexts.  Hand drying practices do not protect children from the risk of cross infection.

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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's interactions with minded children in the home setting, on the walk home from nursery and at a local park.

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Inspection activities

 The inspector sampled a selection of documentation, including written policies and procedures, children's records, risk assessments, accident records and learning journals.

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Inspection activities

 The inspector reviewed and discussed the childminder's reflective practice and self- evaluation.

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Inspection activities

 The inspector looked at children's assessment records and discussed with the childminder how she uses these to support children's progress and development.

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Inspection activities

 The inspector observed children enjoying a range of activities and participating in the daily routine.

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Information about the setting

The childminder registered in 2013 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and three children in the Greenhithe area of Dartford, Kent. The family has a cat, a rabbit and a fish. They live in a three bedroomed house, with the living room and dining room available for childminding purposes. Children have access to a bedroom for sleeping and a bathroom on the first floor. The childminder does not currently have an outside area available for children to use, due to refurbishments, but takes children on daily walks and outings to local parks and toddler groups. She operates all year round from 7.30am to 6pm, Monday to Friday, except bank holidays and family holidays. There are four children on roll, three of whom are in the early years age range, and all attend on a part-time basis. The childminder has a degree in Educational Studies.

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

 develop further an environment rich in print where children can learn about words, for example using signs or labels with words and pictures

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

 promote children's good health effectively, for example, by improving hand hygiene procedures to minimise the spread of infection.

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who attend

Children are extremely happy and settled in the welcoming family orientated setting, and enjoy exploring a wide range of activities and resources. The childminder demonstrates a very good understanding of the Early Years Foundation Stage framework and of how young children learn and develop. This enables her to respond appropriately to individual needs, abilities and interests, and as a result, children are making good progress in all areas of their learning. The childminder uses information gained from parents at the start of each placement to support her initial observations when planning for children. She uses her extensive observation systems effectively to determine how children are progressing and to identify the next steps in their learning journey. The childminder shares information regarding children's progress and development through daily verbal feedback and by sharing children's developmental folders with parents regularly. She is clear about the

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who attend

stage of learning the children are at, and how she helps them to progress and develop.

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who attend

The childminder provides a very good balance of child-initiated and adult-directed play activities that incorporate all areas of learning, as well as individual interests. Children access a wide range of age and stage appropriate activities and resources, which are stored at low level, enabling them to make decisions about what they want to play with. The childminder provides a welcoming, stimulating environment where children feel confident, settled and secure. She organises adult-led activities in her local community to support children's development further, such as outings to toddler groups, where they learn key skills, such as turn taking and sharing.

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who attend

The childminder supports children's personal, social and emotional development well. Her friendly, encouraging approach enhances their confidence and self-esteem. Children receive support to develop new skills, and the childminder provides praise and encouragement as they attempt and master these. The childminder gives high priority to children's language and communication. She talks to children continually, extending their vocabulary during play and routine activities and making time to listen to their response. For example, she points out different objects in picture books and repeats words children say to further enhance their vocabulary. When children say a word incorrectly the childminder repeats the word appropriately in conversation without making children feel as if they have made a mistake. For example, she repeats the word 'finish' correctly when children say 'inish' instead of 'finish'. As a result, young children's communication skills are

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who attend

developing extremely well with new words emerging all the time. As children play with different activities, the childminder introduces concepts of colour, shape and number, as well as extensive new vocabulary.

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who attend

Children develop their social skills through encouragement and gentle reminders from the childminder regarding sharing and taking turns. She promotes their self-care skills from an early age, supporting children to feed themselves and put on their own shoes and coats. As a result of the childminder's encouragement and support, children are acquiring appropriate skills they require to prepare them for their next stages in their learning, such as school. The childminder encourages children's early writing and mark making skills. She provides a range of age appropriate items to make marks with, such as crayons, pencils and chalks. Although there are many books for children to enjoy, there are few other examples of print around the setting to show children print in meaningful situations, such as word labels on toy boxes.

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

Children form strong emotional attachments with the childminder due to her highly effective settling in procedures. Children are happy and settled in the warm, welcoming family orientated setting, and enjoy exploring a wide range of activities and resources. The childminder has positive relationships with the children in her care and is aware of their characters and individual requirements. The childminder supports children to build positive relationships with each other and develop a positive self-esteem. During the settling-in period the childminder discuss all aspects of children's individual needs and requirements with their parents, which enables her to meet their needs effectively.

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

The childminder promotes children's health and well-being extremely well within the setting. Children have daily opportunities for fresh air and exercise. The childminder walks with children to and from the local school and nursery. Children enjoy activities at local parks where they use a range of challenging physical equipment. Although the childminder's garden is currently unsuitable for use following recent building work, she plans activities and outings to ensure that children have numerous opportunities to develop their physical skills. She uses a number of different parks with a variety of play apparatus to extend children's physical skills, providing more challenge for older or more physically able children.

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

The childminder offers children a healthy, well-balanced range of meals and snacks reflective of their individual dietary requirements. Children learn about healthy lifestyles as part of their daily routines and this includes hygiene procedures, such as washing their hands prior to eating and after using the toilet. The childminder is a good role model and children see her washing her hands before she prepares and serves their food. However, children use a communal towel in the bathroom area, which does not prevent the possibility of infection and germs spreading in the setting. Children have easy access to drinks during the day and the childminder encourages their independence by providing age appropriate drinking cups, such as cups without lids as children progress. Children are able to rest comfortably in line with their individual routines and the childminder monitors them closely whilst they are asleep.

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

The childminder supervises children extremely well during activities within her home and on outings in the local community. This effectively supports children to feel and keep safe. Thorough risk assessments are in place. The childminder reviews these regularly to ensure she identifies any hazards and takes action to minimise the risks to children. The childminder involves children in a range of different activities that support them to learn about safety. For example, they regularly take part in the evacuation procedure, which enhances their understanding of how to keep safe in the event of a fire. Records of fire drill highlight any potential problems, and include details of any adults and children present. The childminder maintains detailed records of any accidents children sustain whilst in her care, and she has clear procedures for the administration of medication. This ensures that she promotes children's health effectively. Comprehensive collection

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

procedures are in operation for the childminder to only release a child to their parent/guardian unless informed of changes in advance.

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

The childminder maintains her documentation to a high standard. All records required for the safe and efficient management of the setting are in place. A comprehensive range of written policies and procedures clearly underpin the childminder's practices. The childminder regularly reviews these to ensure they reflect current legislation.

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provision

The childminder implements suitable systems to ensure she safeguards children. For example, she holds a current first aid certificate, all adults in the home are appropriately vetted, and a record of visitors to the setting is in place. The childminder has a good understanding of her responsibilities in meeting the safeguarding requirements. She has a good awareness and understanding about the procedures to follow should she have any child protection concerns. Extensive safeguarding policies are in place, which she shares with parents to ensure that they are aware of her responsibilities regarding child protection. This includes procedures regarding the safe use of her mobile phone and cameras in her setting.

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provision

The childminder demonstrates a very positive attitude towards the ongoing development of her childminding service. She recognises the value of self-evaluation to monitor her setting, and her reflective methods support ongoing and continuous improvements. She reflects on her practice to identify her strengths and highlight areas for further development. For example, she uses parent questionnaires to ensure they are happy with the level of service she provides, and any concerns or suggestions that might arise from these help to develop the setting further. As a result of her self-evaluation, the childminder has made changes, such as improving her risk assessment system and amending some policies and procedures. She works closely with other more experienced childminders to ensure that she is meeting all the requirements of the Statutory Framework. Since registering, the childminder has completed some training courses and

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provision

uses information gained from these to make changes to her childminding provision and improve outcomes for children. This shows her positive attitude towards driving improvement. The childminder's continual evaluation of activities and outings ensures that she provides resources and experiences that are interesting, age appropriate, and provide challenge.

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provision

The childminder has extremely positive partnerships with parent/carers. She ensures she informs them about their children's progress through their preferred methods of communication, such as verbal feedback, contact books and text messages. She also shares the children's developmental profiles and summative assessments with them so that they are fully involved in their children's learning. The childminder has detailed written policies and procedures that she shares with parents so that they are fully aware of how her childminding setting operates. The childminder has developed partnerships with other early years settings that children attend, which ensures continuity in their care and learning.

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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 Requires improvement The provision is not giving children a good standard of early years education and/or there are minor breaches of the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected within twelve months of the date of this inspection. 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

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Grade Judgement Description

the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. 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 EY467589 Local authority Kent Inspection number 935445 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 4 Number of children on roll 4

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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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