Childminder in Kent

Inspection date

Previous inspection date 29/07/2014 Not Applicable

p.1

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

p.1

This provision is good

 The childminder supports children's learning well through her focused interactions and well-planned play opportunities and resources.  Children are well cared for in a homely and child-friendly learning environment.  Children are effectively safeguarded as the childminder has a strong understanding of her responsibilities to protect children in her care. She uses clear policies and her own good practice to promote children's safety and well-being.  The childminder works in close and successful partnership with parents. This results in effective joint working to promote children's learning and development.

p.1

It is not yet outstanding because

 There are fewer opportunities to support and extend children's mathematical and literacy skills when playing outdoors.

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 main play area and the garden.

p.2

Inspection activities

 The inspector spoke with the childminder at appropriate times throughout the inspection.

p.2

Inspection activities

 The inspector looked at a range of policy documentation and the children's development folders.  The inspector saw evidence of suitability and qualifications of the childminder.  The inspector spoke with parents at the inspection.

p.2

Information about the setting

The childminder lives with her husband and two young children in Westgate-on-sea, Kent. The whole of the childminder's house is used for childminding. There is a small garden for outside play. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The childminder walks to and from local schools, and takes the children on regular outings within the local community. She holds an early years foundation degree.

p.3

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

 extend children's mathematics and literacy development outdoors through providing more opportunities to explore with print and number.

p.3

who attend

The childminder supports children very well through her focused interactions and her thorough understanding of their interests. She is constantly involved in the children's play, providing a wide range of interesting and fun activities that motivate them to become absorbed in their own learning. For example, after observing the children's interest in water play, the childminder introduces ice into their play. They experiment with animals in the ice, and the childminder extends the children's learning through conversation about how to get the animals out of the ice. The childminder introduces a range of descriptive words to skilfully develop the children's communication and language skills.

p.3

who attend

Activities are organised well to support the children's interests and learning needs. The childminder carries out observations, records the children's interests and identifies starting points through the initial information gathered from parents. Ongoing written assessments are completed. This helps the childminder to plan and provide children with activities that enable them to build on what they already know and learn new skills. This helps children to make good progress in all areas of learning and development.

p.3

who attend

Children are busy and motivated to learn; for example they have fun exploring in the sand. They develop physical control and co-ordination as they hide the animals and then dig to search for them. This extends their interest in animals and extends their language skills through learning new animal sounds. Children enjoy the garden area where they are able to explore with a wide range of natural resources. However, there are limited opportunities to enhance children's mathematical and literacy skills outdoors. For example, children are unable to explore with print to relay information. Parents are involved well in children's learning and there are good systems in place to encourage a regular two-way flow of information. They receive information in a daily contact book about the children's routines and activities they have been involved with. Parents are encouraged to look in their child's development folder, so they can discuss

p.3

who attend

with the childminder their child's progress and identified next steps in learning. This encourages parents to supports children's learning at home.

p.4

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

Children are very happy and settled, due to the kind and caring approach of the childminder. They form a strong bond with the childminder and a good sense of belonging. The childminder has a very good understanding of children's individual needs and routines, which is due to the friendly, professional relationships she develops with parents. The consistency children receive helps them feel safe and secure in her care. Children are confident to help themselves to toys and resources of their choice. The indoor and outdoor environments are well organised and resourced to enable children to have independent access to a range of equipment. This means children can take a lead in deciding what they want to play with. Areas used by the children are welcoming and stimulating. Overall, the childminder makes good use of the outdoor learning environment to extend children's learning experiences.

p.4

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

Children are well behaved, which is due to the childminder's consistent expectations and positive approach. The childminder frequently reminds children about sharing, taking turns and being kind towards each other, helping them to develop good relationships. For example, the children are encouraged to share the animals in the sand tray as they receive lots of praise from the childminder. Children play well together during play. They are confident due to the positive support they receive from the childminder. This encourages them to have a go and makes them feel proud of their achievements.

p.4

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

Children are developing independence in managing their own personal care needs. They help the childminder wash the table before mealtimes and independently wash their own hands, demonstrating their increasing understanding of the importance of good hygiene routines. The childminder offers children healthy snacks and meals throughout the day, and takes drinks of water out into the garden to prevent children from becoming thirsty. Children have daily opportunities to play outdoors in the fresh air. They are encouraged to be aware of safety; for example they take part in practising the emergency evacuation procedures and learn how to keep themselves safe.

p.4

provision

The childminder has made a good start to her childminding service. She demonstrates a good awareness of the requirements of the Early Years Foundation Stage, which enables her to promote positive outcomes for children. The childminder maintains a good range of documentation, including policies and procedures. She is very knowledgeable about her role in safeguarding children. For example, she is able to discuss in detail possible signs and symptoms that would give her cause for concern about a child's welfare. The childminder takes positive steps to support children's safety. She regularly reviews her risk assessments and considers safety constantly. For example, she carries out daily safety checks on the environment and resources; this maintains children's safety in the home and on outings.

p.4

provision

The childminder is keen to make continuous improvements to the service she provides. She reflects on and evaluates her provision to identify and address areas for future improvements; for example she has identified that further training will increase her knowledge. The childminder obtains the views of the parents through regular questionnaires and ongoing conversations about their children. There are good systems in place to monitor children's progress. The childminder evaluates her observations on the children and tracks their development using a progress review form to identify any gaps in learning.

p.5

provision

The childminder has built good relationships with the parents. She communicates with them daily and provides them with a written daily diary. This enables parents to refer to the information when at home. Parents comment on the childminder's professionalism; they state how happy their children are, and how relaxed they feel knowing that the children are well cared for. The childminder understands her role to work in partnership with other professionals involved with children. She establishes successful links with other settings that the children also attend, to help promote consistency in the support children receive.

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.5

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.6

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.6

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.7

Setting details

Unique reference number EY474151 Local authority Kent Inspection number 954406 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 4 Number of children on roll 3

p.7

Name of provider

Date of previous inspection not applicable

p.7

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.7

Type of provision

For the purposes of this inspection the following definitions apply:

p.7

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.7

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.7

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.8

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.8

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.9

Type of provision

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

p.9