Childminder in Kent

Inspection date

Previous inspection date 28/11/2014 29/03/2011

p.1

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 3 The effectiveness of the leadership and management of the early years provision 3

p.1

This provision requires improvement

 There is a warm, friendly atmosphere. The children are happy children and enjoy interacting with their friends and adults.  The childminder works well in partnership with parents to share information about children's learning and development.  Children benefit from trips out in the community to visit play areas and parks.

p.1

It is not yet good because

 Risk assessments are not sufficiently robust to identify all possible hazards to children.  The childminder does not consistently plan purposeful activities and play experiences to challenge all children in their learning.  Children have fewer opportunities to explore a range of natural materials and extend their understanding of the world around them.  The childminder does not make effective use of all daily routines to support children's independence.

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 the childminder and her assistant interacting with the children.

p.2

Inspection activities

 The inspector looked at all available documentation as part of the inspection process.  The inspector carried out a joint observation with the childminder.

p.2

Inspection activities

 The inspector looked at children's learning journeys, including assessment documents.  The inspector looked at all area of the property used for childminding.

p.2

Information about the setting

The childminder registered in 2010. She lives with her family in Broadstairs, Kent. The home is close to shops, parks, schools and public transport links. There is a fully enclosed garden for outside play. There are steps leading into the main playroom, which is situated at the bottom of the garden. The childminder works with her husband who is a registered assistant. The childminder has 16 children on roll, of whom seven are in the early years age range. The childminder is registered on the Early Years Register and on the compulsory and voluntary parts of the Childcare Register. She operates five days a week from 6.30am to 6.30pm all year. The childminder walks or drives to local schools to drop off and collect children.

p.3

must:

 develop robust risk assessments that cover all areas the children come into contact with

p.3

must:

 monitor and track children's development to ensure all planned activities are stimulating and motivate children to become active learners covering all area of learning and development.

p.3

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

 utilise all experiences and daily routines to promote children's independence and self-care skills

p.3

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

 develop opportunities for children to explore and experiment using a good range of natural materials.

p.3

who attend

Children play in a warm and welcoming environment where they are able to move around freely. They are able to choose from a variety of resources from the low-level storage containers. The childminder labels these to enable children to know what is inside. This helps them to learn that words carry meaning as they begin to relate the words to the toys. The children have opportunities to complete both adult-led and child-initiated activities. They particularly enjoy placing the facial features on the head of a familiar potato-shaped toy.

p.3

who attend

The childminder sits with the children, talking to them about what they are playing with, offering some new vocabulary. She listens to children and, where appropriate, repeats their sentence back to them to support their communication and language skills. She encourages children to communicate and shows interest in what they have to tell her. The childminder asks questions, to support children's understanding and help to develop their communication. The children enjoy chattering away to friends in the pop-up tent, as well as using it as a cosy place to share a book. The children are particularly excited to share a book together before lunch, crowding around the childminder ready to listen. This further develops their communication, language and literacy skills. The childminder embeds mathematics in to all activities and routines the children undertake. For example, she encourages the children to count the pieces in the puzzle as they place them back in the

p.4

who attend

box when tidying up. The children have a variety of resources to choose from. However, they have fewer opportunities to explore natural resources to stimulate their senses and imagination.

p.4

who attend

The childminder gathers information from parents about their child's likes and preferences. She completes an initial observation on the children when they start and continually observes the children to track their progress. However, this information is not used by the childminder to plan consistently challenging and meaningful experiences for children that extend their learning and development according to their individual needs. The childminder completes the progress check for children age two, which she shares with parents. Parents are encouraged to look at their children's learning journeys regularly. The parents receive daily verbal updates on how well their children are progressing. Overall, children are working within the expected range.

p.4

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

The childminder has positive relationships with the children, helping to develop their self- esteem and confidence. The children have use of a dedicated playroom, which is set out each morning to provide a warm and welcoming environment. The children demonstrate appropriate behaviour and are learning to share and take turns.

p.4

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

The childminder demonstrates an appropriate understanding about healthy eating and offers the children a range of healthy snacks and meals. Parents provide a packed lunch for their children, which are appropriately stored ready for lunchtime. The children have fresh drinking water available throughout the day. The childminder encourages children to wash their hands after playing outside and before eating. This helps them to learn the importance of personal care routines. However, the childminder does not fully maximise children's independence and self-care skills by teaching them to wipe their own noses and put on their coats.

p.4

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

Children enjoy playing outside every day. The fresh air and physical play support children to learn to lead healthy lifestyles. They particularly enjoy taking the dog for a walk to the park, where they are able to exercise using the large play equipment. The childminder supplements activities with trips to local attractions and the beach, to support the children to learn about the world around them. During outings, the childminder keeps children safe by talking to them about dangers in their environment.

p.4

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

The childminder supports children in their move to school by providing additional reading books, which they are able to take home and share with parents. The children visit the school when they drop off and collect older children. This supports the children to become familiar with the new environment. The childminder spends time reading stories about going to school, as well as providing activities which help children to learn to listen and concentrate as they prepare for the next stage in their lives.

p.5

provision

The childminder has robust policies and procedures in relation to child protection. She has a sound understanding of her role in protecting children at all times. The childminder works alongside her assistant who also has a clear understanding of the procedures to follow if he had any concerns. The childminder and her assistant regularly carry out risk assessments and daily checks. However, these are not sufficiently robust to identify all possible hazards which children may come into contact with. They regularly practise fire drills to familiarise the children with the procedures to follow in an emergency. Visitors to the home are recorded and they only allow people they have invited into the home. Visitors are not left alone with children.

p.5

provision

The childminder demonstrates a commitment to enhancing her practice, to improve outcomes for children. She regularly attends training courses along with her assistant. She understands the importance of improving practice and is supporting her assistant to gain a qualification. The childminder and her assistant both hold valid paediatric first-aid certificates; this means that they are able to treat any minor injuries children might sustain.

p.5

provision

The childminder is aware of her strengths and areas that require improving; she works with her assistant to identify how to move their practice forward. Recommendations made at the previous inspection have been acted on or are still being addressed. This helps the childminder to improve her practice. The children have an appropriate selection of toys to play with, although natural resources are not as easily available. The childminder has adapted the playroom to enable children to make independent choices in their play. However, she does not always make effective use of all daily routines to promote children's independence. The childminder carries out focused observations, which she evaluates. However, activities are not sufficiently focused and engaging to motivate all children to learn. The childminder has in place strategies to support children to share and take turns, although these are not always consistently followed. Consequently, children's

p.5

provision

progress in their learning and development is slightly hindered.

p.5

provision

The childminder has links with schools and nurseries in the area and is aware of whom to talk to if she requires additional professional guidance to support the children and their families.

p.5

The Childcare Register

The requirements for the compulsory part of the Childcare Register are

p.6

actions)

The requirements for the voluntary part of the Childcare Register are

p.6

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

 take all necessary measures to minimise any risks to the health or safety of the children and staff in their care (compulsory part of the Childcare Register).  take all necessary measures to minimise any risks to the health or safety of the children and staff in their care (voluntary part of the Childcare Register).

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 EY417086 Local authority Kent Inspection number 845188 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 7

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