Childminder in West Sussex

Inspection report for early years provision

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Unique reference number EY344720 Inspection date 17/02/2011 Inspector Ann Moss

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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 registered in 2006. She lives with her husband and four children aged 8, 11,12 and 16 years in East Grinstead, West Sussex. She uses the ground and first floor of the house for childminding and there is a fully enclosed garden for outside play. The family has a caged bird,

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Description of the childminding

The childminder is registered on the Early Years Register to care for four children at any one time; of which, three may be in the early years age group. She is currently minding a total of six children; of which, four are in the early years age group. The childminder is also registered by Ofsted on both the compulsory and voluntary parts of the Childcare Register.

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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 children are cared for in a child-centred environment, where all children are recognised as unique individuals and diversity is respected and valued. Children's learning and development is very well promoted. The childminder works in partnership with parents sharing information and involving them in their child's progress. The childminder has a strong commitment to towards on-going training and development. She recognises the value of continuous quality improvement and how this impacts on good outcomes for children. She mostly uses self-evaluation well to identify areas for development and to highlight the strengths of her provision.

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further?

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

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further?

 keep children safe by updating guidance in line with the Local Safeguarding Children Board (LSCB)  further improve opportunities for children to find out and learn how to use appropriate information technology such as computers and programmable toys that support learning.

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the early years provision

The arrangements in place to safeguarded children are effective and implemented well; for instance, she ensures all adult members of her household have Criminal Records Bureau clearance in place and are suitable to be with children. She has an effective safeguarding policy in place and is aware of the procedure to be implemented should she have a concern; however, the guidance in place does not This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 meet with current Local Safeguarding Children Board (LSCB). She maintains an up- to-date local authority recognised paediatric first aid certificate, which means minor incidents can be dealt with quickly and efficiently. In line with requirement, she carries out and records risk assessments on her home and all outings undertaken with the children and as a result children move around and play safely. Children are encouraged to learn safe behaviour. Detailed emergency evacuation

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the early years provision

procedures are in place and practised on a regular basis to promote children's awareness of how to keep themselves and others safe. All documentation, policies, procedures and permissions required by regulation are in place and well maintained, providing on hand information in support of children's individual needs.

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the early years provision

The childminder makes excellent and imaginative use of all available space both indoors and out. She provides the children with a highly stimulating and homely environment for their play and learning, promoting their emotional health and wellbeing. Overall, children enjoy a wide range of good quality toys and resources, which are easily accessible and used extremely well to support good outcomes for children. Children learn about the uniqueness of others through their daily routines and play; for instance, young children who are bi-lingual are very well supported as the childminder speaks to them in their home language along side those used by other children to ensure they all feel included.

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the early years provision

Since the last inspection, the childminder has met the recommendations raised. She has gained a recognised qualification in childcare and is going through the process of joining a quality assured network to gain accreditation. The childminder is reflective in her practice. She has partially completed a written self-evaluation and uses this as a tool to identify and drive continuous improvement.

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the early years provision

The childminder communicates with parents verbally each day. She provides them with a wealth of information that gives them an insight into their child's care and learning. The childminder welcomes parents' feedback to help identify any areas she can develop. The written feedback from parents demonstrates they are delighted with the quality service their children receive. The childminder is aware of linking in with other providers supporting children's individual needs to, ensure continuity of care between settings.

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and outcomes for children

Children are provided with varied and exciting opportunities to investigate, explore and use their creativity and imagination. This ensures children make good progress in their learning and development. Children have fun and learn through a balance of adult-led and child-initiated play. They are actively engaged in stimulating play opportunities that are well planned and clearly link to the six areas of learning; for example, children use a wide range of art and craft materials to develop a sense of texture and different painting styles. They paint, draw, make models and use their fingers to print patterns. Children's individual creations are proudly displayed developing their self-esteem and confidence in their abilities and achievements. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 Songs, rhymes, stories and games are used effectively to develop children's emerging language and numeracy skills. They are excited by musical sounds and

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and outcomes for children

rhythms as they play with musical instruments and listen quietly as the childminder sings.

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and outcomes for children

Children develop good co-ordination and balance skills as they move freely around the home and between playrooms. They learn to manage risk as they practise how to climb up and come down straw bales, in a safe and supportive environment. They have many opportunities to use large and small play equipment within the garden and enjoy natural challenges during woodland walks. Outdoor play is a significant feature of children's daily routine, which helps them to develop strong sensory awareness in their play and explorations. They find out about different weather patterns and appropriate clothing and look for bugs and insects under hedges and in ponds. Sand and water play activities indoors provide interesting opportunities for children to experiment with wet and dry sand; they can predict with confidence the items that will sink and those that will float, for instance a lollipop stick. They use some technology equipment in their imaginative play and

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and outcomes for children

know how to operate activity toys and switch them on and off.

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and outcomes for children

Children feel safe because they enjoy strong and trusting relationships with the childminder and each other. They respond to individual attention with enthusiasm and show keen interest during their play and active games. Resources are attractively presented in a child-centred environment that inspires children to make choices and decisions for themselves. The childminder bases clear observations and assessments on what children enjoy and can do, taking into account their abilities when they first start to attend. This ensures that activities are tailored around children's individual interests and ideas. She observes children as they play, using the information well to ensure that each child's needs are met and to plan the next steps in their learning. She talks to children's parents and carers on a daily basis and keeps individual progress records, so that detailed information about children's wellbeing and developmental progress is shared. This successfully

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and outcomes for children

promotes consistency of care between all those involved in each child's care. Children and parents contribute to the planning process because the childminder takes into account their 'opinions' of activities and how they can be developed through daily discussion.

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and outcomes for children

Children learn about the importance of maintaining a healthy lifestyle. There are good personal hygiene routines and discussion with the childminder about the need to wash hands, at key times throughout the day. They are protected from the spread of infection through the childminder's effective policies and procedures, which are well implemented; for instance, the provision of separate hand towels and bed linen protect children from cross-infection. Children enjoy frequent drinks of water and snacks of fresh fruit and rice cakes. The childminder provides tasty and balanced meals that children enjoy and eat well, whilst seated at the table socially, promoting their communication skills. 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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