Childminder in Brighton and Hove

Inspection report for early years provision

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Unique reference number EY394868 Inspection date 11/01/2010 Inspector Jacqueline Patricia Walter

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Type of setting Childminder to 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 rates council children’s services, and inspects services for looked after children, safeguarding and child protection. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 08456 404040, 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.

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Royal Exchange Buildings St Ann's Square Manchester M2 7LA

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T: 08456 404040 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Introduction

This inspection was carried out by Ofsted under Sections 49 and 50 of the Childcare Act 2006 on the quality and standards of the registered early years provision. ‘Early years provision’ refers to provision regulated by Ofsted for children from birth to 31 August following their fifth birthday (the early years age group). The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and welfare, known as the Early Years Foundation Stage.

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Introduction

The provider must provide a copy of this report to all parents with children at the setting where reasonably practicable. The provider must provide a copy of the report to any other person who asks for one, but may charge a fee for this service (The Childcare (Inspection) Regulations 2008 regulations 9 and 10).

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Introduction

The setting also makes provision for children older than the early years age group which is registered on the voluntary and/or compulsory part(s) of the Childcare Register. This report does not include an evaluation of that provision, but a comment about compliance with the requirements of the Childcare Register is included in Annex B.

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Introduction

Please see our website for more information about each childcare provider. We publish inspection reports, conditions of registration and details of complaints we receive where we or the provider take action to meet the requirements of registration. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Description of the childminding

The childminder was registered in 2009. She lives with her husband and children aged 10 and 12 years. They live in Woodingdean, which is an area of Brighton, in East Sussex. The setting is close to shops, parks and transportation links. With exception of the utility room and ground floor bedroom the whole of the ground floor of the childminder's house is used for childminding. There is an enclosed rear garden for outdoor play. The childminder has a dog and a gerbil as family pets.

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Description of the childminding

The childminder is registered to care for a maximum of six children under eight years at any one time, of whom no more than three may be in the early years age range. She is currently minding two children in this age group. She also offers care to children aged over five years to 11 years. This provision is registered by Ofsted on the compulsory and voluntary parts of the Childcare Register.

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Description of the childminding

The childminder collects children from a local preschool and she is a member of the National Childminding Association.

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The overall effectiveness of the early years provision

Overall the quality of the provision is good.

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The overall effectiveness of the early years provision

Overall, children are safe and secure. The childminder has a good knowledge of the children’s needs, which ensures that all aspects of individual children’s welfare are promoted well. She has overall a good knowledge of how children learn and has just started to implement a clear assessment system that recognises the uniqueness of all the children. As a result, she is also now starting to promote well planned experiences in all areas of learning, which means, that children are also starting to make appropriate progress towards the early learning goals. The partnership with parents and other settings contributes to ensuring that the needs of all children are met well. The planning for improvement and self evaluation is appropriate ensuring that some aspects for future development are identified and acted on. Resulting, in a service that is promotes suitable continuous improvement.

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further?

To further improve the early years provision the registered person should:

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further?

 further develop opportunities for children to develop independence and choice and decision making skills, with particular reference to choosing their resources and activities  further develop a culture of reflective practice and self evaluation to identify strengths and priorities for development that will improve the quality of the provision  ensure regular evacuation drills take place. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

The childminder has a good understanding of safeguarding children. She is fully aware of the signs and symptoms of abuse and is confident in following good procedures when concerns are raised with the children in her care. She has systems in place to record any items of concern and has emergency contact numbers easily available. She provides a welcoming environment that appropriately helps children progress towards the early learning goals. For example, space is organised well allowing children to freely and safely direct some aspects of their play. All of the required documentation regarding the Early Years Foundation Stage (EYFS) is in place, confidentially maintained and stored appropriately.

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the early years provision

The childminder has good partnerships in place with other settings that children attend. For example, the childminder talks to other staff sharing information on individual children’s skills and knowledge and then plans and provides activities that help to support this learning. Partnerships with parents are good, professional and friendly. A two way daily diary successfully shares information on children's individual needs and development well. She also involves parents in the children’s learning by emailing information to them about what the children are doing in the setting. There are good systems in place to share information on the setting. For example, parents receive a welcome pack which includes policies and procedures as well as general information and information on the EYFS is also shared effectively through the parents receiving a leaflet when their children start. The childminder demonstrates a good understanding of inclusion. She has strong links

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the early years provision

with parents and successfully implements the required procedures that are agreed, regarding the care of children with special individual needs. As a result, children are able to fully participate in the setting.

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the early years provision

The childminder demonstrates appropriate motivation regarding the need to evaluate and improve her provision. She is currently working with the local authority towards self-evaluating her provision using a formal system and has also started to identify weaknesses and make improvements, which in turn have successfully supported children’s development. For example, the daily diaries are in the process of being reviewed to make them more concise and clear for parents. In addition to this, she has completed some additional training, such as Behaviour Management to improve her own skills and understanding. As a result, she ensures some priorities are identified and improved upon.

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and outcomes for children

The childminder provides a welcoming environment where good positive steps are taken overall, both inside and outside the provision to safeguard children. For example, stair-gates are fitted when babies are present, covers are fitted to accessible sockets. In addition to this, a visitors record is maintained, the identification of visitors is checked and external doors are locked, with their keys This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 kept on high hooks nearby. However, although a thorough evacuation procedure is in place the childminder does not regularly under take drills. There are good procedures in place to prevent the spread of infection and record children’s accidents. For example, parents are able to see written guidance of exclusion periods, which are enforced for infectious conditions and parents are given copies of all records regarding accidents. Children have good opportunities to develop

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and outcomes for children

knowledge and understanding of the world through first hand experiences, such as visits to places of interest. For example, formal gardens and the beach. They participate in everyday good routines, such as washing their hands before and after their meals and young children in particular are able to develop understanding of good hygiene through observing the childminder implementing good hygiene procedures. For example, washing her hands before preparing their meals. The childminder promotes anti-discriminatory practice appropriately by providing and using resources that show positive images of culture, gender, disabilities. Children are also developing a good understanding of managing their behaviour through the childminder implementing effective methods, such praising for effort and achievement and by encouraging them to work cooperatively. For example, by helping to tidy up.

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and outcomes for children

The childminder plans and provides a suitable range of stimulating toys and activities, which are appropriate for the ages of the children she minds. She takes account of their interests, for instance, children are able to develop their imagination and problem solving skills further as a result of the childminder providing an additional range of boxes and cartons for children who find it fascinating to fill and empty them. She interacts and extends the learning of all children well by introducing additional resources into their play, which in turn stimulates their learning and encourages them to focus. As a result they are able to focus for long periods of time on their activities. Children make some decisions within the setting. For example, they are able to choose when they have their snacks and drinks. However, they have little opportunity to develop their independence, choice and decision making skills in choosing their activities as a

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and outcomes for children

result of the childminder currently providing them with a selection of toys she has chosen each day. Communication, language and literacy skills are also promoted well through the childminder using open ended questioning, introducing new words and encouraging the child to repeat them. The childminder has recently introduced a written planning and assessment systems which appropriately help children progress in their learning. For example, a detailed ‘All about me’ form is completed regarding the children, which enables her to ascertain starting points in their development, she now regularly observes children, recording what they can do and understand, links these to areas of learning and then identifies possible areas of development. She then plans weekly activities and resources that promote the desired learning. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Annex A: record of inspection judgements

The key inspection judgements and what they mean

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Annex A: record of inspection judgements

Grade 1 is Outstanding: this aspect of the provision is of exceptionally high quality Grade 2 is Good: this aspect of the provision is strong Grade 3 is Satisfactory: this aspect of the provision is sound Grade 4 is Inadequate: this aspect of the provision is not good enough

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children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

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and managed?

The effectiveness of leadership and management in embedding ambition and driving improvement The effectiveness with which the setting deploys resources 3 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 2 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 2 The effectiveness of the setting’s engagement with parents and carers

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Stage

The quality of the provision in the Early Years Foundation Stage 2

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Stage

The extent to which children achieve and enjoy their learning 3 The extent to which children feel safe 2 The extent to which children adopt healthy lifestyles 2 The extent to which children make a positive contribution 2 The extent to which children develop skills for the future 3

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Stage

procedures set out in the guidance available from Ofsted’s website: www.ofsted.gov.uk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Annex B: the Childcare Register

The provider confirms that the requirements of the compulsory part of the Childcare Register are: Met

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Annex B: the Childcare Register

The provider confirms that the requirements of the voluntary part of the Childcare Register are: Met

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