Childminder in East Sussex

Inspection report for early years provision

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Unique reference number EY281521 Inspection date 19/05/2011 Inspector Stacey Sangster

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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

Sandra Cayley has been a childminder since 2004. She lives with her husband, their adult son and their school-age children. The family live in a terraced house in a residential area of Hastings. There are schools, parks and local amenities within easy walking distance.

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Description of the childminding

The childminder attends local toddler groups and is a member of the National Childminding Association. She is registered on the Early Years register and the voluntary and compulsary part 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

Children in the Early Years Foundation Stage are supported effectively by this childminder. She recognises that each child is unique and celebrates their individual achievements and progress. Most of the arrangements in place support the childminder to help children reach their full potential. The childminder understands how to build on her strengths and develop her service. The capacity to continually improve is strong.

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further?

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

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further?

 extend the partnership with parents, in relation to education. So that parents contribute towards the childminder's initial assessment of where children are in their development and the childminder provides more information to support children's learning at home  extend the assessment arrangements to include some benchmarking of children's progress against the EYFS so that any emerging gaps in children's skills and development can be more promptly identified and addressed

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the early years provision

Safeguarding arrangements are given high priority by this childminder and are effective in supporting her to keep children protected from harm. The childminder ensures that no unvetted person is ever permitted to have unsupervised access to minded children. All the adults in the home have been through the Criminal Records Bureau checking process. The childminder has conducted a thorough risk assessment of her home and provides an environment which has been adapted to This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 offer a child friendly safe place for children to play and explore. The childminder support children to develop a positive attitude and understanding of diversity. From a very early age children have access to books and resources which positively reflect disability, ethnicity, culture and religion. The childminder has some experience of caring for children with special educational needs and/or

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the early years provision

disabilities. She uses her knowledge of child development to monitor all children's individual progress. This enables her to to assist with the identification of special educational needs and/or disabilities if this situation presents itself. The childminder currently tracks children's progress through regular observation of the children at play. Although she references these to the Early Years Foundation Stage she is not yet systematically benchmarking how well children are making progress. This limits the ability of the childminder to promptly identify emerging gaps in children's skills and development. The childminder is aware of the children's strengths and weaknesses developmentally and plans activities to support a balanced development. The partnership with parents is highly valued by the childminder and is well established in relation to the two way sharing of information about children's care needs. The partnership in relation to education is

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the early years provision

emerging but is not so securely embedded in the routine exchanges that take place and information requested prior to children being cared for is limited about where children are in their learning in comparison to the information gathered about children's care needs. Currently no children who are cared for by the childminder, attend any other settings where the Early Years Foundation Stage is delivered. The childminder is aware that should this happen, she is required to work in partnerhip with the other providers. Resources are plentiful, well maintained and appropriate for the ages of the children who have access to them. They are used effectively to support children's learning and help to provide a stimulating and challenging environment which engages children and motivates them to learn through play. The childminder is committed to continually improving her provision and regularly reflects on her practices and record keeping systems to

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the early years provision

identify if there are any positive changes that can be made to improve and build on her strengths.

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and outcomes for children

Children's welfare is supported effectively by the childminder. A wide range of written policies, which are made available to parents, provide details of how she aims to meet children's individual needs as well as detailing her role and responsibilities in relation to the requirements of the Early Years Foundation Stage. Children demonstrate through their actions that they feel safe in the care of this childminder. The minded child present approaches her without hesitation, seeks reassurance from her when meeting new people and with her support increases in confidence to the point where he is soon including nvisitors he has not previously met in his games. Children develop a positive attitude to active outdoor play because the childminder offers a range of activities which encourage children to develop their physical skills and enjoy energetic play. Children are offered a range of healthy snacks and drinks are kept within sight and offered frequently to ensure

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and outcomes for children

that children remain hydrated. Hygiene routines get children used to washing This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 hands before eating and after using the toilet and as they get older children begin to develop an awareness of the role that hygiene plays in keeping them healthy because the childminder explains this in child friendly, simple terms. The young children cared for by this childminder respond positively to her and are progressing well in relation to their personal, social and emotional development. They are growing in confidence and becoming steadily more independent. They make choices about what to play with, where they want to sit and how they want to use equipment. The childminder's continual encouragement and praise helps children to develop high levels of self esteem. Through observing the childminder's body language, verbal responses and tone of voice the children begin to

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and outcomes for children

understand which behaviours are encouraged and which are not desirable. If a pattern of behaviour causes concern a consistent strategy is agreed between the childminder and parents and adhered to. The childminder reports that this has been very successful in modifying unwanted behaviour. Children very much enjoy their time with the childminder. They smile and laugh often and are fully engrossed in the wide range of interesting activities offered. Interaction between the childminder and minded child are warm and nurturing. Routines for the younger children follow home routines where possible and this helps the children to settle quickly and easily. Children make good progress in all six areas of learning. They develop skills that support future learning and are increasing in confidence and enjoy trying new things. 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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