Childminder in East Sussex

Inspection report for early years provision

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Unique reference number EY318438 Inspection date 25/10/2010 Inspector Chris Mackinnon

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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 assesses 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.

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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

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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 2005. She lives with her husband and two school age children in Uckfield, East Sussex . Children use the ground and first floors, with an enclosed rear garden for outdoor play. The childminder has a Nursery Nursing Qualification

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Description of the childminding

The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. The childminder is registered to care for a maximum of four children under eight years, with no more than two in the early years age range. The childminder currently has two children on roll, with one in the early years age range. The childminder takes children on a range of outings to locally organised pay sessions and places of interest.

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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

The childminder is a trained child care provider, and successfully supports individual children's welfare and development. Children have access to a well prepared play environment, and have planned play projects and activities. Children make good progress with their learning, and the childminder takes care to ensure children's speech and language are effectively encouraged. The childminder works closely with parents to promote children's care needs and social confidence. Reflective practice and self-evaluation are consistently applied within the setting, to maintain continuous improvement.

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further?

To meet the specific requirements of the EYFS, the registered person must:

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further?

 ensure the record of children's hours of attendance is kept up to date 26/11/2010

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further?

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

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further?

 develop how individual children's next steps in learning are identified and recorded

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the early years provision

The childminder is well organised in the management of her play provision, and takes care to engage closely with all ages of children attending. She is a trained This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 nursery nurse and has considerable experience of working in day care settings. Her child care background and skills are well demonstrated, through her effective presentation of a good range of learning activities, and sucessful promotion of childen's development. The childminder has a sound awareness of the need to safeguard chidren and keep them secure. She has an organised range of plolicies and writen guidance material, and has completed training in child protection procedure. The childminder is generally clear and consistent with her record keeping. However, her recording of children's hours of attendance has lapsed, and is not up-to-date, which does not meet the documentation requirement.

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the early years provision

An organised and suitablly prepared play and learning environment is provided, that enables children to choose and easily select their play activities. The lounge has an extended section, that is used solely by the childen, and is prepared as a children's play and learning area. A good selection of play and learning resources are available, with many opportunities provided for art crafts, role play and reading books. The childminder is also able to provide specific play materials to support individual children's learning. For example, chalks and a blackboard and pencils and pens for mark-making, which encourages writing. Outdoor play is also provided in the childminder's paved back patio area, and children are taken on frequent outings for swimming and music, and to learn about nature.

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the early years provision

The childminder takes a close interest in ensuring children make progress across their learning gaps. Children's learning stages are well established and their learning needs are effectively identified and supported; particularly with their use of language and social development. The childminder has considerable experience in supporting individual children with gaining life skills and making progress. She is a home educator and is also experienced in working with children with educational needs and disabilities. The provision of equality and diversity is effectively organised within the setting, with well planned activities to promote children's awareness of other cultures; and a good range of cultural and religious festivals are celebrated throughout the year. A range of effective learning themes are also prvided to support children's understanding of peoples differences, with family based learning projects, for example. The childminder also makes good use of the

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the early years provision

computer and internet, to find activities that will widen the children's awareness of different countries, foods and languages.

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the early years provision

The childminder makes frequent outings to locally organised play sessions, as part of her play programme. She also links well with nearby schools, and takes an interest in the minded children's additional learning sources and continued learning. Parents are effectively included, and encouraged to play a strong role in the childminder's play provision. Well organised daily care books focus effectively in children's links with home, and the childminder is able to concentrate on specific learning areas that are of concern to parents; such as encouraging language. For example, younger children are encouraged to learn the names of the children they play with, and other family members, which helps to promote communication. Parents are also well supported by the childminder's experience as a home based provider. For example, changes in the minded children's family settings, such as a new baby, are effectively recognised and used in the planning of individual

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the early years provision

children's care. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 The childminder makes good use of reflective practice, and uses her considerable experience to revise and re-generate play and learning oportunities. For example, when looking on the computer for art craft ideas, the childmider is able to remind chidren of their past achievements, to encourage new assembly and construction challenges. The range of resources is also effectively organised and adapted, according to how the children's play ideas and activities develop. The childminder recognises the value of reviewing the effectiveness of her play programme, and has a good awareness of the need to promote continuous improvement. She has completed a clealry written self-evaluation report, which identifies areas for improvement; and has also produced her own development plan.

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and outcomes for children

The childminder presents a consistent approach to planning and providing activities for children. She has a year plan that includes a good range of learning themes and play projects, and she successfully engages children in activities to promote their enjoying and achieving. She shows a good awareness of the need to encourage children's own ideas, and their ability to develop child led activities. She also effectively includes information from parents, and children's home and family events, to promote their linterests and learning experiences. The chilminder demonstrates a strong understanding and awaness of individual children's diffrent development needs, particularly over a range of ages. She is also able to effectively extend and promote learning, and uses well judged questions and prompts to promote children's creative thinking. For example, during art craft activities she successfully encourages children to consider different shapes and

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and outcomes for children

sizes, and how to join materials effectively to make play items.

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and outcomes for children

The childminder monitors individual children's achievement effectively, and uses a daily diary to record her observations of the early years children. These diaries are also used to provide parents with a regular update of their children's care and learning development. The childminder tracks children's progress against the early learning goals, which she uses as a guide to monitor their overall progress. Although the childminder does have an organised system in place to observe achievement, the indentification of children's next steps in learning is irregular; and not yet a consistent feature of the assessment programme. This is noted as an area for improvement.

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and outcomes for children

Children are made welcome and are sucessfully encouraged to feel happy and secure within the setting. The childminder has cared for one particular minded child since he was a quite young, and this child's succesful integration into the organised activities, demonstrates the childminder's skill with inclusion, and helping children form strong bonds. Children's understanding of safety is consistently supported, with continual guidance provided in the correct use of tools, and care for play resources. A clear range of risk assessments are in place, and regular checks are made of the play areas and play equipment. Children's health and awareness of good hygiene is consistently encouraged. Children are also helped to understand about healthy eating, and learning how to prepare different foods This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 features frequently in the activities. The childminder provides many opportunities

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and outcomes for children

for physical play and active games, with good use made of the outdoor area. For example, after making model planes and rockets, children go outdoors and have fun trying them out. Children also benefit from frequent visits to organised play sessions, such as Kinder Music and local toddler groups, which helps to promote their physical experiences and confidence.

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and outcomes for children

The childminder is a consistent provider of activities that support children's language and literacy. She places a strong emphasis on this particular area of learning, and works closely with younger children, to encourage thier use of words. For example, through her training she is skilled at 'modelling' correct speech for children, and takes frequent opportunities to encourage children to say the names of colours, shapes and play items. Children have many opportunitis to learn problem solving and develop skills with counting. For example, during activities younger children are prompted to recognise different shapes and sizes, and learn about numbers. Older children enjoy calculating and measuring, and demonstrate a good understanding of heavy and light, during construction and assembly activities.

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and outcomes for children

The childminder successfully encourages children to explore and be creative. She provides plenty of choice and is consistent in her support for child led play and activities. Children have many opportunities for role play and enjoy combining play items and making up stories. Younger children engage in messy play and tactile learning, and many art craft activities are also provided that embrace a wide range of media and materials. For example, containers and packaging are creatively used to support inventive assembly projects. Children have many good opportunities to develop their knowledge and understanding of the world. A world map is used in the play area, to promote learning about travel and distances. Children have regular learning projects that involve the seasons, and growing in the garden. The childminder's frequent visits to local nature reserves and wild life areas, also provide a wide range of learning opportunities, and strongly supports children's

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and outcomes for children

outdoor experiences and awareness of the environment.

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and outcomes for children

The childminder has a strong awareness of the need to promote children's social skills and confidence. She shows a good undersatdsnig of how chidren's ablity to commuicate, relates closely to thei relatiohsips with others. And to supportb this, she provides specifically panned activities, and outings to encourage the younger children's interactions and confidence with others. She also uses her experience and training effectively to promote children's understanding of good behaviour, and successfully promotes their ability to co-operate with others. For example, during games and activities with children over a range of ages, she takes care to support individual children's participation, by providing resources and challenges that match their indiividual abilities. And this enables children to share their play and successful join in with the group. 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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Early Years Foundation Stage

The effectiveness of leadership and management in embedding ambition and driving improvement The effectiveness with which the setting deploys resources 2 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 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 2 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 2

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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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