Childminder in Brighton and HoveOfsted inspection, 13 Sept 2011

Inspection report for early years provision

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Unique reference number EY422788 Inspection date 13/09/2011 Inspector Lisa Toole

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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 2011. She works from another registered childminder's premises in Hove, Sussex and works with other childminders and assistants. The majority of the ground floor of the co-childminder's house is used for childminding. There is an enclosed garden for outdoor play. The provision is registered by Ofsted on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The childminder is registered to care for a maximum of five children under eight years at any one time, of whom no more than two children may be in the early years age range. When working with up to two other childminders she may care for no more than 10 children under eight years, of whom no more than eight children may in the early years age group. There are currently a total 18 children on roll in the early years age group. She also offers care to children aged over five years to 11 years.

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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 successfully supports the learning and welfare needs of children because she is attentive, caring and enthusiastic. She is confident about her role and responsibilities and ensures that each unique child is well cared for and making good progress. There is a good partnership with parents and the childminder shows a strong drive to provide good quality provision for every child. She works with her colleagues to maintain good continuous improvement. Her use of individual self-evaluation is in its infancy and is an area for further development to support the good outcomes for children.

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further?

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

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further?

 develop further the systems for self-evaluation to identify the strengths of the setting and areas for development to improve the quality of provision for all children.

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the early years provision

Children are cared for in a comfortable, safe and secure environment where their overall welfare is given due consideration. Arrangements for safeguarding children are robust. The childminder takes effective steps to help protect children from persons who have not been vetted and clearly understands her role and responsibilities regarding child protection. Potential hazards in the home This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 environment are reduced through risk assessments and daily safety checks. The childminder also uses documentation such as the attendance register and accident record to promote children's welfare. Child collection procedures are also robust and only authorised persons can collect a minded child, in order to keep them safe.

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the early years provision

Children enjoy playing in a child-friendly play environment, both inside and outdoors. There is a broad range of good quality resources, which are organised to encourage free choice and independent play by the children. Resources and planned activities positively reflect equality and diversity, including disability and are appropriate to the ages and needs of the children. The childminder and her co- childminders work very well together, ensuring the day runs smoothly and that children's individual routines are followed for continuity of care. Consequently children enjoy a harmonious play environment where they are able to feel emotionally confident and have plenty of fun.

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the early years provision

The childminder regularly evaluates the provision with her colleagues to identify the strengths of the setting and priorities for further development. This practice enhances the outcomes for children and provides a positive and enabling environment. The completed self-evaluation document reflects the provision accurately. The childminder's own priorities for future improvement are not always clearly identified. However, she is actively involved in extending the already successful use of sign language and visual aids as communication tools. She also plans to further develop a garden area outdoors where children grow their own vegetables. She shows a strong commitment to working with her colleagues to drive improvement and provide an environment in which children are able to thrive.

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the early years provision

The childminder spends time talking to parents and works closely with them to ensure that each child is appropriately cared for. This is in line with parental wishes so that no child is disadvantaged because of their individual needs or ethnicity. She has effective methods for communication, with a strong focus on verbal feedback to ensure parents are happy with the care she provides. The childminder is aware of working with external agencies to support children with special educational needs and/or disabilities, in order to promote inclusion. Partnerships in the wider context are successful because information is routinely shared between the childminder, her co-childminders and other childcare settings the children attend.

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and outcomes for children

Children are happy, settled and at ease in the care of the childminder. They enjoy a stimulating and enabling, fun play environment, where their interests and developmental needs drive the day to day provision. As a result their uniqueness and progress towards the early learning goals is well supported. The childminder has a good understanding of the different stages of development for young children. She plans activities that take account of these as well as offering challenge to help the children develop new skills. During group times the This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 childminder encourages children to share their ideas. For example, as some say and sign words, others are prompted to join in and the childminder encourages their understanding. She teaches them other concepts such as the days of the week and number recognition. Children's development is monitored through

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and outcomes for children

regular observation and assessment and any information gained is successfully used to inform their next steps for learning.

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and outcomes for children

Parents are actively involved in their children's progress, because of the good information sharing systems used between them and the childminder. Children delight in taking part in role-play games. They play indoors pretending to be doctors and patients and outdoors using toy play equipment that reflects the home environment. Their language is supported during these times through the childminder asking effective open-ended questions. Everyday play resources such as a toy camera and push button toys enable children to begin to understand about technology, one of the key skills for their future development.

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and outcomes for children

Children's healthy lifestyles are encouraged through the childminder promoting good hygiene procedures and maintaining a clean and tidy environment. She follows children's routines from home to help provide continuity of care. Children can sleep and rest according to their need. The childminder works closely with parents regarding their dietary needs. This helps to ensure they enjoy a nutritious range of healthy snacks and drinks and a packed lunch provided by parents. Children enjoy regular opportunities to get plenty of fresh air and exercise, appropriate to their physical capabilities and interests. They learn to throw and catch, balance, climb and take manageable risks so they begin to develop resilience and self-confidence. Activities such as painting, drawing and using a range of tools such as play dough cutters help them gain control over their small muscle movements. As a result they develop important early skills for writing.

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and outcomes for children

Children learn to stay safe in the childminder's care and this is reflected in how well they play and how they understand expectations. Their behaviour is very good; they listen to instruction and follow it well. They are encouraged to help tidy up before snack time. This enables them to learn to care for their environment as part of the group. Clear behaviour expectations are also in place to help children stay and feel safe. 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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