Childminder in Kent

Inspection date

Previous inspection date 19/11/2014 26/02/2009

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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

 Children are strong communicators as the childminder continuously engages them in conversations, asking useful questions that encourage good language development.  Children are happy and comfortable with the childminder. They benefit from a close and supportive relationship which builds on their self-esteem and confidence, helping them to thrive.  The childminder works closely with parents and carers to meet children's care needs and to manage developmental tasks.  Children are developing a good understanding of how to play safely. This is because the childminder gives them clear advice and guidance.

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It is not yet good because

 The childminder is unable to locate evidence of paediatric first-aid training.  When children attend other early years settings, information regarding development is not shared to further promote learning.  The childminder does not always use assessment to plan interesting and challenging experiences for children's individual future learning.

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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 observed activities in the playroom and dining area.  The inspector had discussions with the childminder and children.

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Inspection activities

 The inspector sampled some documentation including children's records and contact books.  The inspector read the childminder's previous inspection report.

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Information about the setting

The childminder was re-registered in 2004. She lives with her husband and one adult son in Greenhill, Herne Bay, Kent. The property is situated within easy reach of local shops, schools, parks and pre-schools. The whole of the childminder's bungalow is available for childminding, with a fully enclosed garden for outside play. The family has one dog, three cats, two tortoises, one rabbit, ducks, and fish indoors and outdoors. The childminder is registered on the Early Years Register and is currently minding two children in this age group. She is also registered on the compulsory and voluntary parts of the Childcare Register and offers care to children aged over five years to 11 years. The childminder walks and drives to local schools and pre-schools to take and collect children. The childminder is a member of an approved childminding network.

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must:

 ensure that all required documentation is in place and ready for inspection, in particular evidence of paediatric first-aid training

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must:

 raise the quality of teaching and learning by using ongoing observational assessment to inform planning for each child's continuing development so that the experiences offered are interesting, challenging and reflect their needs.

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

 build on relationships with other early years settings that children attend, working together to support learning and development.

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who attend

The childminder knows the children that she is caring for well and makes sure their favourite toys and resources are easily accessible. Overall, she knows where children require further support and helps them to build on their learning and development through play. Children take pride in the environment and are willing to tidy up. This is due to the positive input from the childminder who makes tidying up a fun and learning experience. Children are polite, saying 'Please' and 'Thank you', and take pride in their achievements, being keen to share artwork with their parents. Children receive much praise, helping them to have high levels of self-esteem and confidence. Activities are adult and child led and children show high levels of concentration, playing cooperatively with the childminder. Language development is very good as the childminder engages children in conversation and asks useful questions. Children talk through activities, giving clear

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who attend

explanations about what they are doing. Books are easily accessible and children help themselves to favourite stories. They become engrossed in books and the childminder builds on their love of literature. The childminder introduces mathematical learning to play, using favourite toys to help children develop in this area.

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who attend

There are many opportunities for children to develop their small physical skills. They use cutters to create recognisable shapes with dough and arrange small stickers on pictures. Children enjoy visits to parks, playing in the garden and walks in the local area which promote their physical development. During the sticker activity the childminder helped children to learn about wildlife, involving them in discussions about where animals live and what they like to eat, for example. This led on to further learning about the seasons and what children see happening around them such as leaves falling from trees. Children enjoy imaginative play, acting out familiar scenarios. They play with role-play toys and small- world toys, involving others and using their imaginations to great effect. The childminder enthusiastically joins in with child-led play and this rubs off on children. She motivates children to participate in activities, giving them time and space to be active learners,

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who attend

The childminder discusses with parents and carers their children's learning and development and they share achievements with her too. The childminder is aware of children's strengths and where they require further support. However, the childminder does not routinely use assessment to support children's learning and development, to offer further challenge for all children. However, children are well prepared for the next steps in learning as they are confident and independent learners who play cooperatively.

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

Children have formed a strong relationship with the childminder. They trust the childminder and are happy and comfortable in her company. This is due to the supportive environment that helps them to thrive. The childminder works very closely with parents and carers to ensure that she meets children's care needs and follows routines. This helps children to settle well with the childminder. The childminder works closely with parents and carers to help children undertake developmental tasks, such as potty training, respecting parents' and carers' wishes. Children are given clear guidance on playing safely, with explanations that help them to understand the consequences of their actions. This results in children being well behaved and playing safely. The childminder helps children to follow good safety routines when they are out in the local area.

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

Children wash their hands before eating without prompting, understanding the importance of good hand washing routines, which are modelled by the childminder. Food is healthy and nutritious and the childminder helps children to learn about where food comes from and to describe taste and texture. Snack time is a social occasion with children sitting at child-sized furniture. Children play outside daily, helping them to understand the importance of exercise and fresh air as part of a healthy lifestyle. Children help to look after the pets, learning about their needs and how to care for others. Toys and resources are easily accessible and suitable for the ages and stages of the children attending.

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provision

Children play in a safe and secure environment, as the childminder carries out regular risk assessments and takes action to ensure that any risks are removed. The childminder has updated her knowledge on safeguarding so that she is prepared if she has any concerns about a child in her care. She informs parents and carers of her policies and procedures verbally. Although the childminder is aware of procedures to follow if a child has an accident and states she holds a valid first-aid certificate, she is unable to locate evidence of this due to a recent house move. This is a breach of a legal requirement as evidence of paediatric first-aid training is a requirement.

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provision

The childminder is aware of her strengths and where she would like to make improvements to her practice, putting plans in place to improve on how she shares information with parents and carers, for example. Recommendations for improvement raised at the pervious inspection have been acted on to improve outcomes for children. For example, the childminder promotes healthy eating and stores perishable foods in the refrigerator. The childminder liaises with other childminders, sharing ideas for good practice. Although the childminder assesses some aspects of children's learning, this is not robust enough to fully ensure that all children are receiving the support and challenge to help them make the best possible progress. Nonetheless, children are making progress through the developmental stepping stones. The childminder is caring for children that attend other early year settings and exchanges information with them to ensure that

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provision

children's care needs are met. However, the childminder misses opportunities to share in children's learning and development at other settings, to promote partnership working.

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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 EY292752 Local authority Kent Inspection number 994600 Type of provision Childminder Registration category Childminder Age range of children 0 - 5 Total number of places 6 Number of children on roll 2

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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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