Childminder in Medway

Inspection date

Previous inspection date 26/11/2014 17/01/2012

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

 The childminder provides lots of praise and encouragement for the children to help them develop their confidence and self esteem.  The childminder uses good examples of language with children which helps to teach them good communication skills.  The childminder provides a warm, welcoming environment in which children move about freely.  The childminder understands the children she cares for very well as she has good working relationships with their parents.

p.1

It is not yet outstanding because

 The childminder does not always plan adult-led activities fully in order to create further challenges for children to support their next steps in learning.  The childminder does not always seek the children's views about the range of toys and activities she provides when evaluating her setting. This means that children do not have regular opportunities to make a positive contribution to informing improvements.

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 talked to the childminder and a parent during the inspection.

p.2

Inspection activities

 The inspector observed the interaction between the childminder and the children as they played.

p.2

Inspection activities

 The inspector sampled a selection of paperwork, in particular the safeguarding procedures and the accident and attendance records.

p.2

Information about the setting

The childminder registered in 2010. She lives with her husband, her three young children in Gillingham, Kent. The childminder lives close to shops, parks, schools and pre-schools. The whole of the childminder's home is used for childminding; the bathroom is upstairs. There are steps leading to the front door, but there is also a slope to the side door which can be used for access too. The family has some pet frogs in a tank. The childminder is currently minding four children, of whom one is in the early years age range. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The childminder is able to offer overnight care. The childminder is available to walk or drive to local schools and preschools to take and collect children.

p.3

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

 strengthen adult-led activity planning further to provide children with greater challenges in their learning.

p.3

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

 collect children's views about the toys and activities in order for them to make a positive contribution towards the setting.

p.3

who attend

The childminder provides a good range of toys and activities for children to play with. She uses these effectively to teach children about numbers and colours as they use the construction blocks. She encourages children to use their imaginations as they build different monsters and vehicles. Children use good role play equipment to help them learn about caring for others, such as looking after their dolls and providing food for the dolls to eat. The childminder is effective in using good language with the children and identifies new words for them to learn. For example, whilst using the musical instruments the childminder asked children to bang the cymbals together loudly and softly and described other sounds as shrill, crashing and, snappy. This means that the children learn descriptive words and good language skills. The childminder uses a good variety of story books to capture children's attention. She is a good story teller using different voices for different

p.3

who attend

characters. Although some of the children are too young to actively join in the childminder encourages them to listen. The children comply by listening and concentrating intently on some parts of the story before moving on to select more books to look at. Therefore, children develop an enjoyment of books and stories. The childminder has a good impact on the children's learning. She always takes account of the children's ages and stage of development. She is competent in observing children and completing accurate assessments of the children's progress so far. The assessments include identifying children's next steps to help them make further progress. However, the childminder does not always use their next steps information effectively to provide further challenge in children's learning. Overall, children's records show that they are making good progress and are developing skills for their future learning.

p.3

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

Children are happy to be with the childminder due to the effective use of settling in procedures and the involvement of parents. Children develop strong emotional attachments with the childminder and are happy to explore the play areas on their own. When children are feeling unwell, they frequently return to the childminder for reassurance and like to know where she is at all times. When this happens the childminder ensures she tells children what she is doing and where she is going, for example, letting them know she is in the kitchen preparing their snacks. Children demonstrate their confidence in their attitudes and demeanours.

p.4

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

The childminder uses good, effective strategies to teach children about sharing their toys, taking turns and playing nicely together. She uses firm voice commands to remind children about not snatching toys from each other and waiting their turn. She calmly talks to children to distract them from having a temper tantrum and offers alternative ways to control themselves, such as, sitting quietly on the sofa to calm down, or choosing another toy. In this way children learn to control their feelings and secure their friendships. The childminder offers lots of praise and encouragement to children to counteract any negatives in their behaviour in order to help them develop confidence and good self- esteem. Children make good choices as they select their own toys and where they want to play. However, the childminder does not ask children for their views on the toys and activities she provides. This does not fully support children's understanding that their

p.4

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

views are important and that they can make a positive contribution towards the setting. Overall, children have choices as they play.

p.4

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

The childminder provides healthy nutritious snacks for the children, and when necessary, meals. The childminder takes account of children's individual dietary needs and preferences. With the latter, she encourages children to attempt to try new foods which she includes on their plates without comment and which they often eat. The childminder provides a sample menu showing the meals available as additional information for parents. Children are involved in growing different food and herbs in the garden. They learn about lifecycles and how different foods grow. The children learn about caring for their bodies by using the childminder's effective procedures for resting between bouts of physical play and drinking lots of water to keep them hydrated. Therefore, children learn to have a healthy lifestyle when with the childminder.

p.4

provision

The childminder demonstrates a good understanding of her responsibility to protect children and keep them safe and secure. Her well written safeguarding procedures cover all the aspects of child protection; from using the Local Safeguarding Children Board procedures to report concerns about children and, having good procedure in place to notify Ofsted of any allegations made against herself or members of her family. The childminder maintains all the required paperwork very well, such as, completing the attendance record and any accident records and carrying out regular risk assessments on the premises and for outings. The childminder consults parents about all the different aspects of care for their children. Parents provide written permission for children to accompany the childminder on local outings, transport the children in a vehicle and for the childminder to seek emergency medical help or treatment. Parents can see the enhanced

p.5

provision

disclosures issued by the Disclosure and Barring Service for both the childminder and her husband. These aspects fully support children's safety and well-being. The childminder understands her responsibility in working closely with and, the value of, partnerships with parents.

p.5

provision

The childminder is effective in identifying how well children are making progress and how to seek help should children not be progressing as expected. Following discussions with parents, the childminder collects information about any specialist support available for children, from her local Children Centre and act on any recommendations from the child's Doctor or Health Visitor. The childminder also demonstrates she understands the necessity for partnership working with other care settings in order to support children's health and learning.

p.5

provision

The childminder carries out regular assessments of her service. She obtains the views of parents and other minding colleagues to assess her practice and make improvements if necessary. For example, she uses a different form of recording for children's achievements so that children can see from photographs what they have been doing. The childminder has implemented the recommendations from her last inspection, such as, considering what procedures to use should a child go missing. The childminder always considers the impact of any changes on the children and therefore, children always benefit from them.

p.5

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.5

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.6

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.6

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.7

Setting details

Unique reference number EY420009 Local authority Medway Towns Inspection number 845239 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 3 Number of children on roll 4

p.7

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.7

Type of provision

For the purposes of this inspection the following definitions apply:

p.7

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.7

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.7

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.8

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.8

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.9

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.9