Childminder in West Sussex

Inspection report for early years provision

p.1

Unique reference number EY392621 Inspection date 29/04/2010 Inspector Felicity Gaff

p.1

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 0300 123 1231, 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.

p.1

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

p.2

T: 0300 123 1231 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

p.2

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.

p.3

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).

p.3

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.

p.3

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

p.3

Description of the childminding

The childminder has been registered since 2009. She lives with her husband and child in a house in Crawley, West Sussex. The downstairs rooms are currently used for childminding although the childminder is registered to provide overnight care. There is a fully enclosed garden for outside play. The childminder is registered to care for a maximum of five children at any one time, of whom no more than two may be in the early years age group. She is currently minding one child in this age group. She also offers care to children aged over five years to 11 years. The childminder is registered on the Early Years Register and on the voluntary and compulsory parts of the Childcare Register. Children in all age ranges share the same facilities. The childminder collects children from the local school.

p.4

The overall effectiveness of the early years provision

Overall the quality of the provision is satisfactory.

p.4

The overall effectiveness of the early years provision

The childminder makes suitable arrangements to keep children safe and promote their welfare. She works with parents to establish children's starting points and provides a satisfactory range of activities to support their learning and development. Systems for monitoring and evaluating the quality of the provision are not yet fully effective in identifying and addressing areas for improvement. The childminder's positive attitude towards improving areas of weakness indicates a satisfactory capacity to improve overall.

p.4

further?

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

p.4

further?

 improve the balance of adult-led and child-initiated activities to provide planned, purposeful play experiences that support all areas of learning  develop the use of reflective practice and self-evaluation to identify strengths and priorities for development that will continuously improve the quality of the provision for all children  improve support for boys’ progress in early reading and writing, by, for example, using the Department for Children, Schools and Families guidance ‘Confident, capable and creative: supporting boys’ achievements’  improve support for children learning more than one language by using, for instance, the effective practice examples in the Department for Children, Schools and Families guidance ‘Supporting children learning English as an additional language’.

p.4

the early years provision

The childminder's clear understanding of safeguarding issues enables her to take appropriate action to protect children from harm or abuse. She takes suitable steps This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 to assess and minimise risks to children on the premises as well as on outings. Well-organised play areas and age-appropriate resources allow all children to take part in suitable activities. However, some planned craft activities are very adult- directed, which restricts children's opportunities to develop their own ideas. The childminder understands how to review risk assessments when caring for children of different ages and abilities. This enables her to provide a safe environment for every child. She does not yet systematically evaluate her practice, which limits her ability to establish priorities for future development. The childminder maintains the

p.4

the early years provision

documentation required to support children's welfare.

p.5

the early years provision

The childminder creates suitable partnerships with parents, who receive copies of all policies and procedures. She works flexibly to provide a service that is well adapted to the specific needs of individual families. Parents and the childminder exchange information through a diary, as well as through text messages and phone calls. This keeps parents adequately informed about their children's welfare and progress. The childminder establishes appropriate partnerships with other early years settings children attend, and ensures parents receive any relevant information promptly. She reinforces children's learning by planning activities that support the topics they undertake at school. The childminder is aware of some aspects of children's different cultural heritages but does not find out how families use different languages at home. This limits her ability to value linguistic diversity and to support children in developing a sense of their own identity.

p.5

and outcomes for children

Children feel secure and at ease in the childminder's welcoming home where they benefit from an attractive playroom. The childminder uses some similar routines to those which children follow in school and this helps to provide a complementary experience. For example, children use a 'feelings' board that helps them recognise their own emotions and develop an awareness of those of other people. Clear, positive behaviour rules help them consider how their behaviour affects other people. Children behave well overall and the childminder manages occasional unwanted behaviour appropriately.

p.5

and outcomes for children

The childminder uses her knowledge of what children achieve in school to plan suitable play activities that reflect their interests and support their learning. However, she does not always organise them to allow children to make choices about what they do. Consequently, children sometimes lack opportunities to develop their independence and creativity by exploring, experimenting, and learning from their mistakes. There are suitable arrangements for children to learn about cultural diversity by discussing the festivals they celebrate in their homes. The childminder arranges for children to reinforce the literacy skills they are acquiring in school. For instance, she organises time and space for them to complete extension activities they bring from school. However, some tasks are repetitive and do not arise from children’s needs and interests. For example, the childminder is aware of children's enthusiasms, such as boys' fascination with cars.

p.5

and outcomes for children

However, she does not use them to plan meaningful opportunities to practise reading and writing for real purposes. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 There are adequate arrangements for children to follow a healthy lifestyle by, for example, sometimes walking home from school. They develop their physical skills during outings to use large apparatus in nearby playgrounds. The childminder works closely with parents to establish children's individual dietary needs and ensures they receive appropriate foods. Children begin to learn where food comes from by planting and tending crops such as strawberries and tomatoes. They follow good personal hygiene routines that help to minimise the risk of cross- infection and the childminder helps children understand why they are necessary. The childminder understands how to ensure that children with special educational

p.5

and outcomes for children

needs and/or disabilities receive the support they need. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.6

Annex A: record of inspection judgements

The key inspection judgements and what they mean

p.7

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

p.7

children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

p.7

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 3 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 3 The effectiveness of the setting’s engagement with parents and carers

p.7

Stage

The quality of the provision in the Early Years Foundation Stage 3

p.7

Stage

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

p.7

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

p.7

Annex B: the Childcare Register

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

p.8

Annex B: the Childcare Register

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

p.8