Childminder in Kent

Inspection date

Previous inspection date 08/07/2014 12/01/2011

p.1

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

p.1

This provision is good

 Children are developing strong communication skills as they play in an environment that promotes listening and conversation.  The childminder knows the children that she is caring for very well, helping her to successfully meet their emotional and learning needs.  The childminder is kind and caring and promotes children's confidence, self-help and independence skills well.  The childminder provides clear and detailed explanations, which means that children have a good understanding of how to play safely.  The childminder has good partnerships with other early years settings that children attend to continuous support their learning and development.

p.1

It is not yet outstanding because

 Although the childminder encourages parents and carers to review their children's developmental progress regularly, she misses opportunities to encourage them to add their own thoughts to their child's learning journey.  Parent's views and opinions are not being used purposefully in the evaluation process in order to improve outcomes for children.

p.1

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

p.2

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.

p.2

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.

p.2

Inspection activities

 The inspector observed activities in the playroom.  The inspector had discussions with the childminder and children.  The inspector read letters from parents and carers.

p.2

Inspection activities

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

p.2

Information about the setting

The childminder registered in 2008. She lives with her partner and three school-aged children in Maidstone, Kent, close to shops, parks, schools and pre-schools. The whole of the ground floor of the childminder's house is available for childminding with a fully enclosed garden for outdoor play. The family have a hamster and a cat.

p.3

Information about the setting

The childminder is registered on the Early Years Register and is currently minding two children in this age group. She is registered on the compulsory and voluntary parts of the Childcare Register and offers care to children aged over five years to 11 years.

p.3

Information about the setting

The childminder walks and drives to local schools and pre-schools to take and collect children. She attends toddler groups on a regular basis. The childminder is a member of an approved childminding network. The childminder receives funding for the provision of free early education for children aged three and four-years.

p.3

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

 further involve parents and carers in their children's learning by including their input to the learning journeys

p.3

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

 build on how the views and opinions of parents and carers are used to evaluate practice to improve outcomes for children.

p.3

who attend

Children play with toys and resources that promote learning in all areas of development. They benefit from participating in a range of adult- and child-led activities, with the childminder showing a good understanding of when children require support and when they need time to discover and learn themselves. The childminder ensures that children's favourite toys and resources are available when they arrive, helping them to settle. Children show high levels of concentration and the childminder expands on their enjoyment of activities, extending learning as they play. Children are confident and encouraged to undertake difficult tasks, knowing that support is nearby if required. Children are involved in much conversation. The childminder listens with interest to what they say, answers questions, and asks questions that require children to think and build on their vocabulary. Consequently, children are developing very good communication skills.

p.3

who attend

Books are easily accessible and children enjoy sharing favourite stories with the childminder. They interact with books together, following up items of interest from favourite books. For example, children made pizzas after thoroughly enjoying a particular book. Children are helped to understand the differences between story and information books and learn how to treat books correctly. Children are very interested in counting so the childminder encourages their developing mathematical skills at routine activities such as counting how many biscuits there are. Children look for numbers and shapes in the setting and the childminder skilfully develops their interest.

p.3

who attend

Children talk enthusiastically about playing in the garden where they have space to manoeuvre vehicles. They enjoy visits to parks too where there are opportunities to further develop their physical skills. The childminder helps children to develop skills such as pencil and scissor control and children are keen to draw, having easy access to pencils. Children enjoy exploring, using straws, for example to see what happens when they blow sand. Musical instruments are favourites as children discover the sounds they make and attempt to name them. The childminder successfully builds on children's interest in the world around them. She answers questions and draws their attention to things of interest. For example, when children are interested in insects, the childminder offers magnifying glasses to help them discover more about them. Consequently, children are building good knowledge and understanding about the world. Children are free to play and explore.

p.4

who attend

They are supported to be creative and to develop their thinking as they play.

p.4

who attend

The childminder makes ongoing assessments of children and has recently set up a form that ensures that this information is easier for her and parents to read. This clarity also makes it easier for the childminder to use the information she has gained to find out children's strengths and to plan activities that offer further support to help children make progress through the developmental stepping stones. The childminder knows the children that she is caring for very well and is supporting them to make good progress. Parents and carers may look at their children's portfolios whenever they wish, giving them the opportunity to share in learning and development. Although they exchange information with the childminder verbally, they are not currently adding their input to the portfolios to further share in their children's learning.

p.4

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

Children have formed a good relationship with the childminder who is kind, caring and compassionate towards them. They are able to talk to her about things that are concerning them, knowing that they will be listened to and supported. Consequently, children feel safe and secure with strong levels of confidence. They play happily, enjoying and appreciating the praise that the childminder gives them. As they feel safe and secure with the childminder, they are happy to engage in conversation with the inspector. Children know what toys and resources are available and where to find them, helping them to be independent. The childminder has been developing children's access to resources and has provided more space in the garden by purchasing storage units for outside toys. Children are well behaved, having high levels of concentration at activities. However, the childminder has a good awareness of when children's concentration levels

p.4

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

may wane and offers alternatives or further support at these times. Children have very good safety awareness, telling the inspector, for example, that they do not go upstairs without the childminder. This is because the childminder gives clear guidance to build on children's understanding of how to play safely.

p.4

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

Children are independent users of the bathroom and are learning the importance of good hand washing routines, knowing that they do so before eating and after stroking the cat, for example. They take charge of their own well-being, thinking about why they may be feeling chilly and putting on socks to cover cold feet. Children enjoy playing in the garden and talk enthusiastically about what they play with outside. They enjoy walks in the local area and visits to parks, helping them to understand the importance of fresh air and physical exercise to a healthy lifestyle. The childminder is helping children to prepare for school by talking positively to them about where they are going and promoting their independence and confidence.

p.5

provision

The childminder has a high regard for the safety of children. She makes thorough assessments of the home and places they visit to help her keep children safe. The childminder is very clear concerning her role in safeguarding children. She is aware of the possible signs that may cause concern and the procedures to follow should she have any. She makes sure parents and carers are fully aware of her role in safeguarding children. The childminder has completed an approved paediatric first-aid course so that she is prepared if she needs to administer first aid. Policies and procedures are detailed and provide a clear picture of the childminder's practice. They are shared with parents and carers including what to do if they should have a complaint.

p.5

provision

The childminder evaluates her service in order to improve outcomes for children. She works closely with a support childminder to develop her practice and make positive changes. Recommendations for improvement raised at the previous inspection have been acted on, improving outcomes for children and their families. For example, the record of attendance is easily accessible and the childminder ensures that an accurate record of attendance is kept. The childminder is open to parents and carers suggestions for improvement but does not currently have any systems in place to help her effectively gather their feedback. The views and opinions of children are highly valued and the childminder appreciates their feedback on activities. The childminder also evaluates activities herself, making changes when they are not successful. She monitors the progress that children are making, helping her to see where there may be weaknesses in

p.5

provision

her provision. The childminder participates in training to further build on her knowledge and understanding.

p.5

provision

When children attend other settings such as pre-schools, the childminder works very closely with them. They share children's assessments and the joined-up approach to learning is helping children to make good progress. The childminder is prepared to work with parents and other professionals to ensure that children receive the individual care that they require. When children start the childminder works closely with parents and carers to ensure that she is able to meet children's emotional and care needs, helping children to settle. Parents and carers are happy with their choice of childcare. They particularly appreciate the daily feedback they receive and are happy with the progress that their children are making. They say that the positive and friendly atmosphere means that their children are active and happy.

p.5

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

p.6

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

p.7

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.

p.7

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.

p.8

Setting details

Unique reference number EY375896 Local authority Kent Inspection number 815683 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 2

p.8

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.

p.8

Type of provision

For the purposes of this inspection the following definitions apply:

p.8

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.

p.8

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.

p.8

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.

p.9

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,

p.9

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’.

p.10

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.10