Childminder in Kent

Inspection date

Previous inspection date 28/11/2014 16/12/2010

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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

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This provision is good

 The childminder provides a good variety of toys and resources that, overall, she uses well to promote children's learning and development.  The close relationship between the childminder and children helps them settle and gain confidence.  The childminder manages children's behaviour well, taking their individual needs into account.  The childminder is keen to develop her practice and attends training courses to improve her knowledge.

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It is not yet outstanding because

 The childminder does not encourage children to make marks or practice their early writing fully during a range of play situations.  There is a wide range of resources and print available but this does not reflect all cultures and home languages fully.

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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 the rooms used by children.  The inspector observed children and the childminder during play activities.  The inspector had discussions with the childminder.

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Inspection activities

 The inspector checked evidence of safeguarding knowledge and took account of the childminder's self-evaluation and views of parents.

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Information about the setting

The childminder registered in 2010. She lives with her husband and three children in Ashford, Kent. The home is close to shops, parks and schools. The ground floor of the childminder's home is available for childminding, with use of the first floor bathroom. There is an enclosed garden for outdoor play. The family has a cat and goldfish. The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register.

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Information about the setting

The childminder is currently minding six children, all of whom are in the early years age range. She also cares for children aged over eight years. The childminder supports children who are learning English as an additional language. The childminder collects children from the local school. She is able to receive funding for the provision of free early education for children aged two, three and four years.

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

 provide a wider range of experiences, both inside and outdoors, which enable and encourage children to use materials and tools to make marks and to practise early writing.

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

 improve the use of children's home languages and culture across the environment and in their play, to promote diversity fully and help develop all children's awareness of differences among people

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who attend

The childminder gets to know children well and this enables her to promote children's learning and development effectively. She observes children as they play and she assesses where children are in their learning using her child development guide. The childminder keeps records of children's progress so she is able to identify any learning gaps to address. She decides on the best next steps for learning based on her assessments of each child's achievements. The childminder shares information with parents regularly and they take the learning records home. As a result, they know what areas the childminder is working on and can support these at home. The childminder produces the required progress checks for two-year-olds and shares these with parents to keep them informed. Overall, children are making good progress, which helps prepare them for school. The childminder uses children's interests to motivate them to join in with planned

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who attend

activities. She works on improving children's concentration levels, as she knows this helps prepare them for school. There is a wide variety of toys accessible to children in the play area. This encourages them to have the confidence to make choices about their play. There are paper and pencils to hand that children use. However, the childminder is not encouraging mark making, and writing for a purpose, fully in different play situations for children to practise their early writing. At the inspection, children enjoyed the modelling dough activity and used the tools well to manipulate the dough and make shapes. This supports their developing physical skills. The childminder encourages children to explore and investigate. Children were very keen to investigate a range of natural items found on a recent walk. The childminder used a large tray to give children space to explore the items easily. The childminder happily provided the children with water so that they could

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who attend

explore different sized containers. The children had great fun as they poured water from one bowl to the other or played with the water in the tray. The childminder supports children's developing language and communication well. She values what children have to say. She describes what children are doing and asks questions while encouraging them to think before they answer. The childminder has a box of resources that she uses for outdoor play, including spades for digging or magnifying glasses for exploring. This helps to make children's outdoor play more interesting and challenging.

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

The childminder develops close and caring relationships with children. As a result, they settle well and are happy. The strong emotional well-being they gain supports them well for future moves. The childminder knows children well and adapts her behaviour management effectively to teach children how to behave acceptably. Children tidy resources away willingly when they finish an activity. The childminder gives consistent messages as she helps children to share and take turns. She encourages children to develop confidence and independence to help prepare them for school. For example, children know to wash their hands before eating or go to the toilet when they need. Children enjoy activities with the childminder but they are also learning to develop their own play at relevant times.

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

Children are learning about keeping themselves safe. Children practise emergency evacuation drills regularly and know where to gather when the smoke alarm goes off. The childminder teaches children to use tools, such as scissors and knives, safely. They use knives to cut their fruit at snack time or scissors to practise cutting with the modelling dough. Children bring food from home for snacks and meals. The childminder provides parents with ideas for healthy options. Children use the garden and local parks for developing confident physical skills as they climb, run and balance. This helps children learn about the importance of having a healthy lifestyle. Children know they can make choices from the low-level selection of good quality resources in the play area. They confidently take toys into the lounge to play with. The childminder uses her resources and toys well to support children's learning. The environment is welcoming and child friendly.

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

However, there are few resources to reflect children's cultural backgrounds. As a result, children do not gain a positive awareness of the wider world fully.

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provision

The childminder meets the safeguarding and welfare requirements well. She is confident about her role in helping to keep children safe. The childminder maintains a safe and secure home. She reviews her risk assessments regularly and keeps note of any actions she has taken, for example, replacing a broken fence panel. The childminder has a good knowledge about possible child protection indicators. She is confident about the processes to follow if she has a concern. The childminder reflects on her practice and is very keen to improve. She has met the recommendations from her last inspection and been on a number of training courses to improve her knowledge. The childminder intends to attend more training, such as for supporting children with special educational needs. She has plans to develop her garden to create a better learning environment outside. The childminder demonstrates a positive capacity for continuous improvement.

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provision

The childminder shares written policies and procedures with parents so they are aware of her practices. She engages with parents positively, encouraging them to share their thoughts through discussions or questionnaires. Comments seen show that parents are happy with the care their children receive. The childminder knows to encourage feedback on how parents are supporting children's learning at home. The childminder is aware of the need to work in partnership with other professionals, when appropriate, to support children's development. She is monitoring children's achievements suitably to identify any learning gaps to address.

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provision

She regularly communicates with other early settings children also attend. This helps her have a wider knowledge of individual children. In addition, it means she can share detail about children's progress in their learning and development. The childminder meets the learning and development requirements well.

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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 EY406872 Local authority Kent Inspection number 844976 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 6

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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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