Childminder in Medway

Inspection date

Previous inspection date 23/09/2014 25/01/2011

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early years provision

This inspection: 3 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 3

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This provision requires improvement

 The childminder supports children's welfare and well-being effectively, which helps to ensure that she meets their individual care needs.  The childminder interacts well with the children and displays skills in how she communicates with them, which supports their language skills.  The childminder has built up positive relationships with the parents, promoting consistency in meeting children's welfare needs.

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It is not yet good because

 The childminder has not fully developed an educational programme that is consistently effective in promoting children's learning, development and progress in the Early Years Foundation Stage.  The childminder does not maintain an effective observation, planning and assessment system, to help to ensure that she successfully tracks and monitors children's learning.  The childminder has not implemented an effective self evaluation process, so that she can identify any strengths and weaknesses and make changes to improve 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 sampled relevant records and other documentation.  The inspector observed and spoke with the childminder and children present.  The inspector fed back the inspection findings to the childminder.

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Information about the setting

The childminder registered in 2006. She lives with her husband in Gillingham, Kent. Most areas of the property are used for childminding and there is garden available for outside play. The bathroom is on the first floor. The childminder drives to local schools to take and collect children. She also attends the local toddler group and local library. The childminder is registered on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register. She is currently caring for seven children in the early years age group. The childminder also offers care to children aged over eight years. The childminder's daughter works with her as an assistant.

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must:

 develop an effective educational programme that supports children's learning in all seven areas of learning; providing challenging and stimulating resources, creating opportunities for children to extend their play

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must:

 develop a more effective observation, planning and assessment system, to ensure children's learning is tailored to meet their individual needs and where their progress is more efficiently monitored.

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

 improve the self evaluation process, so that strengths and weaknesses can be effectively identified and changes made to improve the setting and children's learning opportunities, enhancing their development and progress.

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who attend

The childminder lacks a clear understanding about how children learn through play. This means she is not using the activities and resources available, in an interesting and stimulating way that provides children with challenges children and extends their play opportunities. A dedicated play room contains a variety of age appropriate toys, some of which children can access easily. However, the childminder does not present these in an inviting or exciting way, so children are not fully benefiting from what they can provide in their play. The play room leads straight on to the childminder's garden. Here, there is a slide that children enjoy using, developing their climbing and balancing skills. The childminder gets out a couple of wheeled bikes and walkers for them to ride on. However, she does not extend this activity to make this more interesting and challenging for children. The childminder does not provide additional resources to encourage children to

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who attend

use their imaginations; perhaps act out scenarios they have observed. The childminder is not displaying a full awareness of the need to promote both child-initiated and adult-led opportunities to assist children's learning and development. The childminder interacts with the children appropriately and displays her communication skills and they focus on the childminder, responding to her positively. For example, she prompted and helped children in a shape sorting activity and supported them as they placed the correct shape in the corresponding hole.

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who attend

Before children start with the childminder, she ensures she obtains the required and relevant details about their personal background and individual needs from parents. She also requests some information about the children's development and interests, for example, their skills and abilities and what they enjoy doing most. The childminder knows she needs to find out what children can already do, for example, self-care tasks including getting dressed and eating. However, she does not use this information effectively to help her provide a range of challenging and age-appropriate daily activities. The childminder does include some toys that she knows the children enjoy, for example, cars, dolls and creative play resources. When the childminder plays with the children she gives them all her attention. The childminder also has mark making resources but these are not readily available for children to choose from themselves. Although the play room has some

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who attend

number and alphabet posters, they are high up on the wall, out of children's sight. There are no pieces of children's work displayed, these are sent home once finished. A few family photographs of the children are displayed, helping them feel more secure away from home.

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who attend

The children show pleasure when they are praised, helping boost their self-esteem. There is an outdoor garden area where children can play safely as they further develop some of their physical skills. The childminder visits local parks and toddler groups and children benefit from being in the fresh air, exercise and meeting other children. The childminder always makes time, when children are collected, to discuss the children's daily routine with their parents. The childminder states that she shares most of the children's progress and development verbally with parents. There are no clear processes in place to encourage parents to provide further details about how their children are learning and progressing at home. This does not fully encourage and develop parental involvement in children's progress, to further promote continuity of learning.

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

The childminder provides a safe, secure and welcoming environment for children to play in. The play area helps children settle in and makes them feel at ease. The childminder gives good attention to promoting the children's welfare and well-being. They clearly enjoy her company and she responds positively to their care needs. The childminder supports children and encourages their growing independence. She interacts and plays with the children, helping them feel safe and secure in her company. The childminder makes sure she is available to give children reassurance and cuddles if they want it. The childminder promotes children's independence according to their age and stage of development, by helping them to respond to their own needs. For example, when they want to rest, she helps them to settle. There are some activities accessible so that children can start to choose what they want to do for themselves. The childminder praises children for their

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

achievements, this means they gain in their self-confidence and feel pride in themselves.

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

The childminder provides all children with the meals and snacks they need at times they are with her, for example a mid morning snack and lunch in the middle of the day. Overall, she offers children healthy, balanced snacks and meals including cheese, vegetables and fruit. The children have water to drink. The childminder promotes self-care routines for older children, such as how and when to wash hands. As a result, children are developing a good awareness of healthy eating and effective hygiene practices.

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

The childminder has attended a recognised first aid course and is able to show that she has a good understanding about what to do if children sustain any minor injuries. She carries out risk assessments regularly and records any findings. This means children are able to play in environments that are suitable and free from hazards. The children also practise an evacuation procedure, so they are able to keep themselves safe in an emergency.

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

The young children make frequent eye contact with the childminder and show they trust her. They are displaying confidence in many of their abilities and are able to express themselves. Together, they have built good relationships and it is clear the children have bonded well with the childminder. The childminder uses different behaviour management strategies for individual children. She shows a sound understanding of how to engage the children and promotes their personal, social and emotional development well. The children respond positively as she encourages and helps them in their efforts to achieve what they want to do. The childminder shows she has respect for each child, helping them feel valued.

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provision

The childminder does not display full knowledge and understanding of the learning and development requirements of the Early Years Foundation Stage. The childminder's observations and assessments also do not identify links to each child's stage of development. Therefore, the childminder is not clearly able to see how each child is progressing and what they are achieving in each of the areas of learning. She does not identify children's next steps in order for her to track their progression. The childminder shows she is aware of children's welfare needs and if they have any specific learning needs.

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provision

The childminder shows she has a developed a good awareness of her role and responsibilities regarding children's welfare and well being. The childminder's safeguarding policies and procedures in place show that the childminder gives importance to safeguarding children's welfare and well-being. She displays a sound understanding of child protection and knows what she would do if she had any concerns about a child. The childminder has written policies and procedures to help organise her setting and benefit the children who attend. She ensures she records children's time of arrival and departure in her attendance register. The childminder has not yet developed an effective process to help her self-evaluate her service. This means she is unable to effectively identify and implement any changes required. However, parents are encouraged to comment about the service she provides.

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provision

Parents sign any required consents, for various aspects of care and learning. For example, if the childminder needs to administer medication or seek emergency medical treatment for a child. The childminder displays an awareness of the importance in sharing information for children's continuity of care.

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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 EY336698 Local authority Medway Towns Inspection number 815181 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 7

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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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