Childminder in Kent

Inspection date

Previous inspection date 24/06/2014 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 has warm and caring attachments to the children in her care. This positively supports them as they settle well.  The childminder carries out, records and monitors risk assessments effectively, ensuring the areas children use are safe.  The observations, assessments and planning are good; children's next steps are being identified effectively.  The childminder has formed good relationships with parents, providing them with detailed information about their child's time with her.

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It is not yet outstanding because

 The childminder offers fewer opportunities for children to explore natural resources, or investigate in the garden independently.

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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 examined documents and the records of children's learning and development.  The inspector held discussions with the childminder throughout the inspection.

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Inspection activities

 The inspector looked at areas of the home used by children in relation to their health and safety.

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Inspection activities

 The inspector observed children participating in activities and interacting with the childminder.  The inspector carried out a joint observation with the childminder.

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Information about the setting

The childminder registered in 2013. She lives with her partner in Dunkirk, Faversham, Kent. The downstairs area and an upstairs bedroom of the house are available for childminding. There is a secure area for outside play. The childminder is registered on the Early Years Register and on both the compulsory and voluntary parts of the Childcare Register. The childminder is qualified to National Vocational Qualification at level 3. She walks to local schools to take and collect children and regularly attends local toddler groups. Currently, there are two children on roll in the early years age group.

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

 provide a range of natural resources to engage children in the world around them

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

 continue to develop the outdoor environment to enable the children to explore and investigate independently.

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who attend

The childminder has a secure knowledge of the Early Years Foundation Stage and the seven areas of learning. She sets the room out to enable the children to move freely between activities. Children can access resources independently as they are stored in low- level units. The childminder provides the children with lots of floor-based activities, which they can crawl or bottom shuffle to. This enables them to practice their physical development and gain a sense of achievement as they reach the desired toy. The childminder's quality of teaching is good; she converses with the children about what they are doing as well as reinforcing words with actions to extend their understanding of language. For example, by demonstrating how to push the button as she says the word. Therefore, she is supporting the children with their personal, social and emotional development as well as incorporating communication and language in activities and daily

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who attend

routines. The childminder further develops the children's vocabulary as she reads stories and sings simple rhymes with them. The children also have a cosy pop-up tent, which they can crawl into and quietly look at books or play peep-a-boo with the childminder. This enables children to develop their self-confidence as they explore the environment, knowing that a familiar adult is not far away.

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who attend

The childminder obtains information from parents about their child's likes, abilities and care routines as part of the settling in process. She uses this information as part of the baseline assessment to enable her to begin to provide appropriate resources and activities for the children. The childminder carries out frequent observations on the children in the setting as well as at the different groups they attend. The childminder collates observations in the children's learning journeys, which also include photographs of the children engaging in different activities. She shares these regularly with parents to enable them to see how their children learn through play. They are a comprehensive record of the children's achievements that provide parents with details of their child's interactions through the day. The childminder confidently evaluates observations and uses these to plan challenging and stimulating activities for the children.

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who attend

Children benefit from regular outings around the local community, to parks and local schools, to enhance their learning experiences and see the world around them. The childminder takes the children to toddler groups, play gyms and singing groups to support their social development. The children particularly enjoy messy play as they paint using sponges or explore textures using pasta. This enhances the children's imagination and creative development. However, children have fewer opportunities to investigate natural resources in the indoor environment. The children are beginning to explore early writing skills as they use chalks and boards to make marks, as well as write signs for the strawberries they have planted.

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

The childminder provides the children with a secure, welcoming environment, where they can investigate and explore safely. She understands the importance of focusing on the prime areas of learning to support all children's development, especially those under two years. The childminder builds positive relationships with the children in her care enabling them to settle well.

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

The children have daily opportunities to go out in the fresh air; they visit the park to run around as well as using the large play equipment. They are also able to explore a small area of the garden to ride on a scooter and play with balls. However, access to the large grassed area requires improving to enable the children to use it independently. The childminder offers the children a variety of experiences to practise their physical skills, and cooperate with others.

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

The childminder provides the children with healthy home-cooked foods at lunch and dinner time. The children have a variety of finger foods, for example fruit, cheese and rice cakes at snack time to encourage younger children to begin to feed themselves. The childminder sits with the children at the dining table at meal times to engage them in conversation, as well as encouraging them to spread the butter as they make their own sandwiches. The children are learning skills needed for their future. Water is available all day, so children do not get thirsty. The childminder works closely with parents to make sure children eat a healthy diet. The children enjoy learning about new fruit and vegetables. The childminder introduces new foods to the children, which they can taste raw as well as cooked as part of their evening meal. The children particularly like the cooked asparagus, especially the younger children who find it easy to pick up, practising

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

their hand to eye coordination. The childminder offers information to parents on how to provide healthy lunches for those children who attend school.

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

The childminder changes children's nappies regularly, she follows the correct procedures and talks to children about what she is doing and explains what she will do next. The childminder responds to the babies babbling and pauses to allow them time to respond to her questions. She regularly checks babies who are sleeping and on waking, gives them lots of cuddles and time to wake. She records all care routines in a contact book, which she shares with parents daily. The childminder prioritises safeguarding the children in her care as their protection and welfare is very important to her. She has comprehensive written risk assessments in place and regularly undertakes risk assessments on the setting and activities provided. Children move around the childminder's home, making their own decisions about what they wish to play with. The childminder supports and teaches children what is expected of them and they behave very well. Consequently, children feel

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provision

The childminder ensures that the children receive a variety of experiences, which reflect their interests and challenge them to move on to the next stage of their development. The childminder recently registered and in that time has developed a clear and comprehensive recording and monitoring system, to assess children's learning and monitor their progress. She regularly shares the learning journeys with parents, and uses the information gained from them to inform planning. The childminder uses words and customs from the children's backgrounds to ensure the environment reflects their culture. Therefore, the childminder is developing strong links with parents to ensure the children have a continuity of care to support their overall development. The childminder is eager to reassure parents about their children's progress. She has completed a mini-report, which she has shares with parents to inform them of their child's progress and how well they

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provision

have settled. She is also prepared for the progress checks at age two, and is working with the health visitor and parents to ensure a clear and accurate assessment of the child.

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provision

The childminder demonstrates a good understanding about safeguarding children and has attended training to support this. She holds a valid paediatric first-aid certificate and is experienced and trained to treat any minor injuries children might sustain. She regularly practises fire drills to familiarise the children with the procedures. The childminder has a visitors' book and only allows people she has invited into her home. She has all the necessary information in place and accurately records all documentation to support wellbeing. The childminder gives high priority to providing a safe environment for children; she fully understands her responsibilities in meeting the requirements of the Early Years Foundation Stage to safeguard children.

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provision

The childminder is committed to improving outcomes for children. She has attended many training courses prior to registering as a childminder and has plans in place to implement some of the outcomes from the training. For example, by attending training on well-being and involvement to help evaluate the environment. She has action plans in place to improve both the inside and outdoors environment. Evaluation is important to the childminder and she has sent out questionnaires to encourage parents to take an active role in the process and help improve the service she provides. The childminder is developing strong links with different groups operating in the area. She attends a variety of groups as well as having close links with the teachers at the local school to provide a continuity of care for those children attending before and after school.

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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 EY473287 Local authority Kent Inspection number 949522 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 2

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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

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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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