Childminder in West Sussex

Inspection report for early years provision

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Unique reference number EY409221 Inspection date 13/10/2010 Inspector Christine Clint

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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 2010. She lives with her husband in the West Meads area of Bognor Regis, West Sussex. She lives close to shops, parks, the beach, schools and public transport links. The whole of the childminder's home is used for childminding and there is a secure rear garden for outdoor play. The childminder is registered on the Early Years Register and on the voluntary and compulsory parts of the Childcare Register. She is registered to care for a maximum of six children under eight years at any one time, no more than three children may be in the early years age range. The childminder is currently caring for seven children on a part time basis, five children are in the early years age range.

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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, the childminder has a strong understanding of child development and recognising children's individual characteristics and abilities. She has fully organised her childcare provision since registration and has already evaluated and reviewed the level of documentation. All requirements to promote children's welfare and learning are soundly established and there is a high level of awareness regarding safety and security. The childminder is committed towards maintaining continuous improvement and ensuring that all the requirements of the Early Years Foundation Stage are met to promote the children's needs.

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further?

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

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further?

 strengthen the links with parents and other carers to promote children's learning and progress.

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the early years provision

The childminder has a clear understanding of the Early Years Foundation Stage; she has fully embraced her childcare role and has responsibly developed systems to manage the different aged children in her care. She has a wide range of written policies and procedures in place, which include safeguarding children and complaints procedures; this ensures that parents are informed about raising concerns and they know the childminder's duty to respond to children's individual welfare. The childminder clearly recognises her duty to supervise children at all times and she records all visitors to the home who are not family members. Children's safety and welfare are highly prioritised and the childminder has detailed This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 assessments in place to show how risks and hazards are managed. These include fire risk assessments for each room in the home; the childminder also has an

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the early years provision

emergency evacuation plan displayed. Outings and visits are recorded separately and the childminder has sensibly listed all necessary items for travelling. She carries laminated contact details for each child when she is away from home. All requirements for recording accidents and managing the administration of medication are in place. Play resources are effectively positioned and available for toddlers at floor level, there is ample variety and plenty for children to share. The childminder has a selection stored on the first floor and she takes children upstairs to enable them to choose at times. She also prepares resources in advance and bases this choice on her knowledge of children's current preferences. She is aware of the short level of concentration that toddlers display and she introduces alternative activities very swiftly at times to engage and interest children. The childminder promotes equality and diversity well. She has a positive and open

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the early years provision

attitude; she fully understands children's different characteristics and manages their individual needs equally. She includes play resources that reflect diversity and has a welcome poster displayed in different languages. The individual records for children attending show very clear starting points and the childminder uses these to plan activities to promote development. She has detailed observations very clearly linked with the areas learning and these have been evaluated and reviewed to ensure details support every aspect of development. The childminder has established close relationships with parents and families, she has all written permission in place and she shares regular daily communication. Children's routines are organised in advance with parents and flexibly maintained to meet children's needs. The childminder shares the children's records of assessment with parents and she includes photographs of many activities; she is

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the early years provision

beginning to introduce parents to the importance of their involvement in the learning journals. The childminder's ability to self-evaluate her practice and promote improvement is good. For example, she has developed clears systems for displaying information for parents and made it easier for them to access their children's developmental folders. Future aims include inviting parents to visit and spend time with their children during play. She has forged links with the wider childcare network; she regularly attends toddler groups and music sessions. She frequently includes all minded children in socialising with her large extended family and this promotes children's sense of community and belonging. The childminder promotes partnership working well. For example, she takes children to various activity groups where children enjoy being with others. She has introduced herself to local schools and nurseries and shares information about children's welfare and

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and outcomes for children

Toddlers show they are comfortable and settled in their surroundings and this increases their confidence and their ability to develop close relationships with the childminder. They move freely, choosing play resources; they show interest in each This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 other and the daily routines. They carry dolls and sit comfortably on the sofa pretending to feed them and using pretend bottles. They share the dolls and put them to bed in the cots and tuck the covers in, they play a musical lullaby. Toddlers change their activities frequently and their attention span is short, the childminder understands this and she provides ample variety and choice. Children play with rice and broken pasta which they pour and spoon into different containers. They use the play cooker and continually place items on and off the surface; they spend time trying to find the lid that fits the pot. Children recognise

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and outcomes for children

the correct shape and colour of the lid and put this in place. The childminder notices their skills of recognition and praises children. She talks about sweeping up the rice and children are encouraged to try to manage this, they use a small broom and understand how to manoeuvre and collect the rice on the floor.

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and outcomes for children

Toddlers are learning new words and the childminder recognises their vocabulary is increasing every day, she encourages them to repeat words and she is very aware that children understand. Children are learning to take responsibility for using the potty and the childminder reminds them at times, she offers praise and positive encouragement. Children are lifted to reach the tap in the kitchen and they wash their hands before sitting down for lunch; they understand when the childminder uses wipes and they know their faces will be cleaned. They use wipes also to clean the table before lunch. Children are encouraged to eat healthily and to drink regularly; they sit together at the small table and manage to feed themselves well. Toddlers are learning to be safe because the childminder has established daily routines and rules, she supervises well and is confident that children understand because she explains whilst carrying out tasks and this reinforces children's

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and outcomes for children

awareness. Children's routines for sleeping during the day are easily accepted when children show signs of tiredness; they use an individual sleeping pod on the floor and they are keen to rest after lunch time. Children show interest in playing outside, they are active and show enthusiasm for the swing and the slide; they ride on wheeled toys and learn to take turns. Children are fully supervised during outdoor play and they are encouraged to learn about taking care and beginning to managing their own safety. They use small tools at the play dough table, they roll and manipulate the dough and they talk about colour and identify different animal shaped cutters. Children are building strong bonds and learning to belong. The childminder praises them for responding positively to each other; she is focused and gentle with any explanation linked with behaviour. Children are learning through the wide variety of experiences offered

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and outcomes for children

and through the affection and daily care available. 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 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 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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