Childminder in Medway

Inspection date

Previous inspection date 17/09/2014 17/10/2008

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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

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This provision is good

 The childminder creates a stimulating and welcoming play environment where children quickly feel at home.  The childminder provides some exciting learning opportunities, both planned and spontaneous, that cover all areas of learning. Consequently, children make good progress from their starting points.  Children develop their ideas through a variety of self-initiated activities. This promotes their social development, as they learn to play collaboratively.  The childminder has a good understanding of safeguarding policies and procedures and as a result, children are safe in her provision.

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It is not yet outstanding because

 The childminder is not consistently promoting the two-way flow of information with parents to enable continuity of children's learning between home and her setting.

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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 spoke with the childminder at appropriate times throughout her observations of children's play and learning in the home and garden.

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Inspection activities

 The inspector discussed risk assessments, safeguarding policies and procedures, and health and hygiene practice with the childminder.

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Inspection activities

 The inspector looked at all available documentation as part of the inspection process.  The inspector spoke with the childminder about her evaluation of the provision.

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Information about the setting

The childminder registered in 2007. She lives with her partner and two school age children in Gillingham, Kent. Childminding generally takes place on the ground floor, with the use of a bedroom for children to sleep on the first floor. There is an enclosed garden available for outside play. The family has two dogs. The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She currently cares for three children in the early years age group on a part-time basis. The childminder attends the local toddler and childminding groups and is situated close to public transport links, schools, shops, parks and other amenities. The childminder has a level 3 childcare qualification.

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

 enhance partnerships with parents to promote the sharing of information and ideas to support children's learning at home and at the childminders.

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who attend

The childminder demonstrates a good understanding of the learning and development requirements. As a result, the quality of her teaching is good. The childminder has good systems for settling new children. She gains plenty of useful information from parents about their children's routines, interests and abilities. The childminder makes effective use of this information to create an environment where children feel at home and have their favourite toys to play with. As a result, children quickly settle and the separation process from parents is made easier. Parents are able to see the next development steps for their child to help support these at home. However, the childminder is not always obtaining feedback from all parents about home learning to contribute to children's learning assessments.

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who attend

The childminder makes sure that she provides resources and activities that reflect children's interests and meets their needs. This means that children take pleasure in their play and become absorbed in activities. The childminder is generally skilful in extending children's communication and language. Children thoroughly enjoy playing with dolls and taking orders in their imaginary caf. They use their emerging pre-writing skills to write each order. Children use their speaking and listening skills as they ask the childminder questions about how many they have and talk about the different food on offer. With older children, the childminder asks them to make predictions by asking them what might happen next. This helps to develop children's thinking and problem solving skills. The childminder encourages children to think by using good questioning techniques. She speaks clearly and introduces new vocabulary to extend their language. The childminder

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who attend

listens with interest to the things children say, giving them confidence to express their views. Children are beginning to use mathematical language in their play. They talked about the paint brushes in the garden, identifying which one is 'tall' or 'small'. They counted the numbers of everyday objects and bikes in the garden. Books are easily accessible and children choose books that interest them, then sit together reading and talking about the book. Some labels and posters are in use around the home. For example, when looking at the weather poster children decided the picture displayed best fits the weather for the day. This supports the children's recognition that words carry meaning.

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

Children are clearly happy and comfortable in the childminder's home. They demonstrated they feel secure and safe, and explored the environment with confidence. Children readily approached the childminder for assistance in their imaginary play or help to complete floor puzzles. The childminder develops the children's understanding of safety well, through play and discussions. For example, the childminder teaches children not to climb on furniture or push their chairs back at snack time in case they fall. In addition, children take part in routine fire drills so they become familiar with what to do in an emergency. The childminder has a very caring nature and is sensitive and attentive to children's individual needs. As a result, children respond positively to her support and reassurance and are happy in her care. The childminder is a good role model of positive behaviour. She consistently implements strategies to enable children to learn to play cooperatively and

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

show kindness to each other. Consequently, children know the expectations and boundaries and behave well.

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

The childminder effectively promotes children's health and well-being. For example, children benefit from a good range of activities outside the setting. They visit the local drop in-group and parks, and take part in visits to places of interest, such as the sensory centre. Children relish free play opportunities in the garden, where they have access to water, play house and explore the play equipment. This effectively supports and builds on the children's physical development. Children show they are developing a strong understanding of why they need to have good personal hygiene routines as they wash their hands before meals. They enjoy healthy snacks and meals, and have access to fresh drinking water, which helps them to maintain a healthy lifestyle. The childminder supports them in making decisions as she gives them choices about the food they eat at lunch time. She provides a good range of resources that helps her to successfully promote children's

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

learning and enjoyment. They select items independently and learn to respect toys by helping to tidy them away when they have finished playing with them. Children are emotionally well prepared for moving on to nursery or school.

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provision

The childminder shows a good understanding of the safeguarding and welfare requirements. She competently meets the legal requirements and has all the required documentation in place. The childminder shares her policies and procedures with parents to help promote and safeguard children. She has completed safeguarding training so has a good knowledge and understanding of how to deal with any child protection concerns. She carries out rigorous daily safety checks and risk assessments. This enables her to successfully identify and minimise any hazards to children. As a result, children play safely indoors, in the garden and out in the community.

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provision

There is effective monitoring of planning and teaching because the childminder continually reviews her practice and looks at what children learn each week. She benefits from regular support from a local childminding group to ensure her provision is of good quality. The childminder is well motivated and engages in effective self-evaluation. She focuses on specific areas of her provision to identify ways to improve children's learning experiences and progress. For example, since the last inspection she has revised her observation and assessment systems. Ongoing regular, accurate assessments ensure that the childminder identifies the next steps in children's learning. This helps her to provide exciting and challenging activities, which match children's learning needs and interests.

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provision

The childminder has a strong partnership with parents, which contributes greatly to children's well-being. She speaks regularly with parents to make sure that they are happy with the service she offers and encourages them to share their views or any concerns. Through discussion, parents offer positive comments in support of the care the childminder offers. The childminder liaises closely with other agencies and settings the children attend. She ensures continuity of care, sharing information about children's progress and working towards the same targets for children to enhance their progress.

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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. We re-inspect nurseries and pre-schools judged as requires improvement within 12 months of the date of 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

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Grade Judgement Description

is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. Met There were no children present at the time of the inspection. The inspection judgement is that the provider continues to meet the requirements for registration. Not met There were no children present at the time of the inspection. 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 EY356456 Local authority Medway Towns Inspection number 907884 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 6

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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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