Home Childcarer in Medway

Inspection date

Previous inspection date 08/10/2014 Not Applicable

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early years provision

This inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision requires improvement

 The childminder has a sufficient understanding of safeguarding to protect children. Daily checks and suitable risk assessments help to minimise potential hazards to promote children's safety.  The childminder develops positive relationships with children, helping them to feel confident in their surroundings, so they explore the resources provided.  The childminder forms secure partnerships with parents, which promotes a consistent approach to supporting children's learning and care needs.

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It is not yet good because

 The childminder does not use observations effectively in order to identify children's future learning needs and to plan for their progress consistently.  The childminder has not understood her responsibilities to share her safeguarding policy and procedures with parents.  The childminder does not always extend children's early literacy skills both indoors and outdoors.

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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 viewed all areas of the home used for childminding purposes.  The inspector observed the childminder play and interact with children.  The inspector spoke with the childminder at appropriate times during the inspection.  The inspector took account of the views of parents from written feedback.

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Information about the setting

The childminder registered in 2003. She lives with her husband and son, in Walderslade, Kent. The whole of the ground floor of the childminder's home is used for childminding and there is a garden for outside play. The childminder drives to local schools to take and collect children. The childminder is registered on the Early Years Register, and both the compulsory and voluntary parts of the Childcare Register. There is currently one child on roll in the early years age group. The childminder also cares for older children.

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must:

 use observations to assess children's progress regularly, in order to plan interesting and challenging experiences for children, so that they make good progress

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must:

 make information available to parents and/or carers about the safeguarding policy and procedures.

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

 increase opportunities for children to explore with words and print in the indoor and outdoor environments, to support children's early reading skills.

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who attend

The childminder provides adequate play resources to support children's learning through their own interests. As a result, children are making some appropriate progress in their learning. The childminder observes children while they play. However, she does not always use her understanding of what she has seen effectively. As a result, the childminder does not rigorously assess the children's progress or regularly identify their next steps in learning. This means the childminder is not always able to identify gaps in children's learning or take action to close these to promote their progress consistently.

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who attend

The childminder promotes children's communication and language skills securely. She engages children in conversation as they play. For example, she encouraged them to recognise the names of the trains as they built a train track together. Children develop a sound understanding about how to follow instructions. For instance, the childminder explained how to make a bridge for the trains to go under and the child showed great delight when they made their own bridge. The childminder supports children's mathematical skills suitably, such as encouraging children to recognise the colour of bricks, and counting up to ten.

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who attend

The childminder offers a nurturing and welcoming environment. Children enjoy activities set out by the childminder, which interest them and encourage their participation. The childminder builds secure relationships with the parents, gaining valuable information from them about their child's likes and special interests. There is a two-way flow of communication between the childminder and parents to share information about their child's day and activities. As a result, sound partnerships with parents support the children's learning and development appropriately.

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who attend

Children are able to move around the childminder's home freely, and they make their own decisions about their play. They make choices from the resources available and ask the childminder for further resources. This means children develop their self-confidence and independence suitably. The childminder sits with the children talking to them during their activities. For example, she talks with the children about the pictures they are drawing. As a result, children develop their communication skills ready for school. However, there is limited opportunity for children to explore with print in the indoor and outdoor environment to promote their early reading skills.

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

The childminder establishes nurturing relationships with the children and securely promotes their well-being. Her sound support means that children settle well and are confident to explore activities and resources in her home. The childminder's home is warm and welcoming, with an adequate range of age and developmentally appropriate toys and resources. These resources provide satisfactory learning experiences for children. The childminder gathers suitable information from parents to help her understand children's needs and interests securely. This helps the childminder support children's individual needs well. She involves children in making decisions about the activities they take part in, which supports their confidence and self-esteem soundly. Children behave well in response to the childminder's praise and encouragement about their achievements. They demonstrate they feel safe and secure in the childminder's care and enjoy her company.

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

Children are learning the benefits of good hygiene practice through their daily routine. For example, the childminder teaches children to wash their hands before lunch and after using the toilet. She helps children to develop some of the skills they will need for their move to school. For instance, the childminder encourages children to put on their own shoes and slippers. Furthermore, she encourages children to manage their own personal hygiene routines, which means they develop their independence and self-care skills ready for the move to school.

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

The childminder promotes children's safety soundly. She has appropriate fire-detection equipment and procedures for emergency evacuation. The childminder supports children's understanding about how to keep themselves safe through practising regular fire drills. This raises their awareness of what to do in the event of an emergency.

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provision

The childminder demonstrates a sound understanding of how to keep children safe. For example, she carries out safety checks and risk assessments to identify and minimise potential hazards. The childminder has a sufficient knowledge to safeguard children in her care. For example, she knows the possible signs and symptoms she needs to be alert to, and the procedures to follow if she had a concern about children's welfare. However, the childminder is not sharing information with parents about her safeguarding policy, which is a breach of requirements. In addition, she does not have written policies for safeguarding and managing complaints, which are breaches of the Childcare Register requirements.

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provision

Overall, the childminder has an appropriate awareness and understanding of the learning and development requirements of the Early Years Foundation Stage. Her experience means she knows how to organise routines and activities that engage and occupy children suitably. However, she does not always extend children's learning by using her observations to assess children's progress so that she can identify their future learning needs. As a result, the children do not always have sufficient challenge in order to ensure they make good progress.

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provision

The childminder works closely with parents to gain and share information with them. She provides daily feedback to parents about their children's routines and care needs. The childminder maintains required information in children's records. She gains written parental consents, which support clear agreements with them, such as for taking photographs and taking children on outings. The childminder stores all records securely to ensure confidentiality. The childminder has built up links suitable with the other settings where children attend to ensure there is some appropriate continuity of care and learning. For example, the childminder receives written assessments from other early years settings. This enables her to provide some suitable support to children's learning and development based on this information.

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provision

The childminder demonstrates a suitable commitment to improving her practice. She provides appropriate opportunities for parents to comment on her provision, verbally and through written references. Children provide their own views through daily conversations with the childminder. She is developing her self-evaluation process in order to support improvements to her practice. For example, the childminder has identified further training to help develop her knowledge and skills to benefit the children.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are

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actions)

The requirements for the voluntary part of the Childcare Register are

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To meet the requirements of the Childcare Register the provider must:

 implement a written safeguarding policy and procedure to be followed to protect children from harm (compulsory part of the Childcare Register)  Implement a written statement of procedures to be followed in relation to complaints which relate to the requirements of the Childcare Register and which a parent makes in writing or by email (compulsory part of the Childcare Register).  implement a written safeguarding policy and procedure to be followed to protect children from harm (voluntary part of the Childcare Register)  Implement a written statement of procedures to be followed in relation to complaints which relate to the requirements of the Childcare Register and which a parent makes in writing or by email (voluntary part of the Childcare Register).

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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 EY245490 Local authority Medway Towns Inspection number 780881 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 1

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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

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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