Childminder in Kent

Inspection date

Previous inspection date 08/10/2014 04/09/2009

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 develop strong emotional attachments with the childminder. This helps them feel safe, settled and secure in her care.  Children are kept safe as the childminder has a good understanding of the safeguarding and welfare requirements. This promotes children's well-being.  The childminder talks to children about what they are doing, and uses appropriate words and sentences suitable to their ages and stages of development. This promotes children's communication and language development.  A good mix of adult-led and child-initiated activities, that follow children's interests, ensures children make good progress in their development.  The childminder establishes trusting relationships with parents and information is shared to promote children's learning at home.

p.1

It is not yet outstanding because

 The childminder does not consistently provide easily available opportunities, indoors and outdoors, for children to develop their early writing skills.  Children have inconsistent opportunities to learn about their home cultures and the differences between people in society, to develop a wider understanding of the world.

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 children's interactions with the childminder, indoors and outside.

p.2

Inspection activities

 The inspector sampled the childminder's policies and procedures, and discussed children's development records.

p.2

Inspection activities

 The inspector discussed the childminder's practice and safeguarding procedures, including risk assessments.  The inspector sampled the childminder's self-evaluation form.

p.2

Inspection activities

 The inspector took into account the views of parents and children from questionnaires and references.

p.2

Information about the setting

The childminder registered in 2005. She lives with her husband, two adult children and one school-age child in a suburb of Pinner, Middlesex. The whole of the downstairs of the childminder's house is used for childminding and an upstairs bathroom. There is a fully enclosed garden for outdoor play. The family has a hamster as a pet. The childminder is registered on the Early Years Register, and both the compulsory, and voluntary parts of the Childcare Register. There are currently two children on roll in the early years age group. The childminder receives support from the local authority.

p.3

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

 strengthen opportunities for children to develop their early writing skills indoors and outdoors

p.3

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

 develop activities further so that children are encouraged to learn about their home cultures and the diversity of the wider world.

p.3

who attend

The Childminder provides a warm and welcoming environment for children, with a range of resources to support all areas of their learning and development. Children are happy and relaxed. They confidently explore and choose from resources and activities that follow their interests. The childminder talks to parents about children's abilities and development when they start in the setting. She finds out about their likes, dislikes, routines and interests, and completes initial observations on children when they start. The childminder uses this information to plan activities to extend their learning so that they move on to their next stage of development. Consequently children make good progress towards the early learning goals.

p.3

who attend

The childminder shares information regularly with parents in the form of a communication book and children's development records. She talks to parents, and they use text messages and phone calls to ensure there is a regular exchange of information. Parents are, therefore, aware of the activities that their children are involved in and can further support these to extend children's learning at home. The childminder produces progress checks for children when they reach the age of two years. This summary of children's learning includes information on the child's communication and language abilities, their personal, social and emotional development, and their physical skills. The childminder talks to children all the time and offers them choices that follow their interests. For example, children played with a wooden animal blocks puzzle and learnt the animal names and sounds. The childminder uses short sentences and words sounding

p.3

who attend

them out slowly and children start to copy. This supports their communication and language development well.

p.4

who attend

The childminder gave children the time and space to practise manipulating the wooden bricks. This supports children's physical development as they used their hand-eye coordination and movements. They learn to solve problems and become independent learners. The childminder promotes children's personal social and emotional development as she gives constant praise for all children's achievements. Children learnt how to count as they built towers with blocks and bricks. The childminder teaches children about the parts of the body. For example, children confidently pointed to their eyes, noses, ears, mouths, teeth and heads. Children celebrate various festivals and the childminder promotes their understanding of their own cultures. However they have fewer resources and opportunities to learn about their home languages and backgrounds, the differences in society and to develop an understanding of the wider world. The childminder provides

p.4

who attend

some opportunities in the form of chunky crayons for children to develop their early writing skills. However there are fewer opportunities for children to spontaneously develop their interest in making marks.

p.4

who attend

Partnerships with parents are good. Parents make positive comments that children make good progress with the childminder. They feel they are well cared for and appreciate the childminder's flexibility. Children comment that the childminder is, 'Nice and kind' and they enjoy going to her setting. The childminder helps children to build skills so that they are ready for the next stage of their learning. They are encouraged to wash their hands and the childminder teaches them self-care skills. The childminder plans activities that engage and motivate children so that they learn to sit, listen and concentrate ready for school.

p.4

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

The childminder offers a nurturing environment, following children's routines so that they feel safe and secure in her care. Children have fun, and laugh and giggle as the childminder plays games with them. As a result, they build strong attachments to her.

p.4

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

Children learn to keep themselves safe, for example, as the childminder helps them to develop an understanding of how to use a climbing cube and slide correctly. She explains to children why they must not throw things and children are developing an awareness of behaving positively. The childminder uses lots of positive praise and encouragement with children, which promotes their confidence and self-esteem.

p.4

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

The childminder promotes healthy lifestyles by providing lots of opportunities for children to play outdoors for fresh air and exercise. She talks to children about healthy foods and works in partnership with parents to encourage healthy eating. Children learn about healthy foods during role play and the childminder offers healthy drinks and snacks in the setting.

p.4

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

The childminder follows children's love for the outdoors, promoting their physical development. Children played football in the garden and learnt how to manoeuvre the ball around, and up and down obstacles. They practised climbing and using a slide in the garden. Children developed confidence and independence as the childminder gave lots of time and space for children to keep trying. Children have regular opportunities daily for fresh air and exercise in the garden or when walking to school and visiting local parks.

p.5

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

Children are encouraged to follow good hygiene routines from a young age and engage in hand washing to promote their good health. The childminder liaises with parents to find out about children's routines and preferences when they start in the setting. She manages care routines and nappy changing procedures sensitively.

p.5

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

The childminder has effective policies and procedures in place to promote children's well- being. She records information about children's individual needs. The childminder keeps records and permissions on children's allergies and cultural preferences, as well as accidents and medication. The childminder holds a first-aid certificate which ensures that she is able to deal with minor accidents appropriately.

p.5

provision

The childminder has a good understanding of her responsibility to meet the safeguarding and welfare requirements of the Early Years Foundation Stage. She has robust policies and procedures in place which she shares with parents when they start in the setting. This helps to ensure they are aware of what she provides.

p.5

provision

The childminder attends training to develop her knowledge and understanding of the statutory requirements. She has effective policies and procedures in place to safeguard children. She attends training and is confident in the action to take if she is concerned about a child in her care. The childminder has a record of the contact details for support and also of the Local Safeguarding Children Board procedures. All of the adults in her setting have undergone the required suitability checks. The childminder's setting is safe, secure and hygienic for children to use, and written risk assessments are in place and regularly reviewed. There are rigorous risk assessments in place for the childminder's premises as well as for outings that she undertakes with the children. The childminder checks the environment, the hazards, who might be harmed and how. She also checks the safety measures she is taking and what further action is required. Children take part in fire

p.5

provision

drills and they learn to keep themselves safe as they become familiar with the evacuation procedure.

p.5

provision

The childminder keeps well-organised documentation. Contracts and child record forms detail children's individual needs and other important information. The childminder has a good understanding of the learning and development requirements of the Early Years Foundation Stage. She is enthusiastic and motivated to provide a high level of care and learning for children. She works with parents to get to know individual children's interests, and plans activities and resources to support their next stages of learning. The childminder keeps written records of children's development including observations of their learning. She understands the requirement of providing a progress check for children when they reach the age of two. She regularly shares information with parents and encourages them to support children's learning at home.

p.5

provision

The childminder reflects on her provision by observing children and taking into account parents' views. She attends training to ensure that she keeps up to date with statutory requirements and receives support from her local authority early years advisor. The childminder regularly updates herself with new ideas to develop her practice.

p.6

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. 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

p.7

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.

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 EY295719 Local authority Harrow Inspection number 814807 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 5

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